1

History

Grade 11

Teachers Instructional Manual

Department of Social SciencesNational Institute of Education

Maharagama

2

History

Grade 11

Teachers Instructional Manual

Department of Social SciencesNational Institute of Education

Maharagama

3

History

Grade 11

Teachers Instructional Manual

c National Institute of EducationFirst Edition 2008

ISB 978-955-654-082-6

Department of Social SciencesNatioal Institute of Education

Maharagama

( Sponsored by the Secondary Education Madernization Project of the Asian Development Bank )

Printed at - The PressNational Institute of EducationMaharagama

4

Director General’s Message

The present curriculum reform can be viewed as an entry to the solution of series of problemsprevalent in the school system. The present curriculum has been designed with the aim ofovercoming the problems related to thinking and social and personal weaknesses that theyoung generation has faced today.

When we consider the education systems in the Asian Countries comparatively, Sri Lankawas far ahead some years back. But now most of the other Asian countries have developedtheir education systems making Sri Lanka far behind them. One reason for this retreat is thelack of new vision and taking decisions on the existing phenomena and repeating it over andover again.

With the aim of overcoming this catastrophe, the officers of the National Institute of Educationhave made an attempt on reforming the school curriculum with a clear vision. The aims of thenew curriculum have been formulated to have pupils’ competencies developed in building uptheir future making use of the knowledge that they already possess and the accumulation ofnew knowledge gained through exploration. To achieve these aims, a dynamic change in therole of the teachers needed. In place of the teacher centred system of education prevalenttoday, a pupil centred, competency based activity oriented system is expected to be developedthrough new reforms, and hence teachers should be prepared to face challenges.

I thoroughly believe that this Teachers’InstructionalManual will help teachers immensely todevelop such a system. I Assure that you will be able to work as a successful teacher byfollowing the instructions and guidelines given in this Teachers’Instructional Manual. It will helpyou in teaching as well as in evaluating pupils. Guidelines given with relevance to explorationand quality inputs have been presented in the way of helping the students. Further, it will helpthe school principal in preparing time tables, allocating limited resources and in internalsupervision.

Teachers without getting confined to the instructions given in the Teachers’InstructionalManual Guide, should develop appropriate activities by themselves exhibiting their creativity,since the activities given here are only specimens and teachers have the capacity to formulateactivities by themselves to suit the differences in the area that they serve.

I hope this Teachers’Instructional Manual will also help the educationists, teacher counselorsand officers involving in external supervision and monitoring. Finally I should convey my thanksto all those who participated in compiling this Teachers’Instructional Manual.

Professor J.W. WickramasingheDirector GeneralNational Institute of Education

5

Assistant Director Generals’Message

According to the curriculum policy of Sri Lanka, the school syllabus has to be updatedonce in every eight years. Accordingly the present syllabus and the Teachers’ InstructionalManual have been introduced under the Education Reforms started in 2007.

In the syllabi prevalent so far, there was a series of subject topics relevant to a subject andSubject matter relevant to each of those subject topics. It was expected from the teacher toteach those subject matter. As a result of this process a generation of students with a broadsubject knowledge was created.

In the syllabi introduced under new curriculum reforms, competencies identified as to bedeveloped under each subject have been recommended. Through this new approach,it isanticipated to produce a generation of pupils who have gone possessing a broad subjectknowledge, instead, who are more inclined to the practical side and possessing competencies.Hence, the teachers who work with new syllabi should specifically understand this change.

In this Teachers Instructional Manual in the section on learning activities a classroom with anew teaching learning process has been suggested. Under this process the classroom shouldreflect a learning culture with explorations done by using the library and reading books,observation of environment, collecting facts from resource persons, learning from peers andteaching the peers what one knows and collecting information through the internet whenever itis possible. The text book provided by the Department of Education Publications also shouldbe made use of as a resource book. It is expected from the teacher to present these factsexplored by students making necessary corrections and organized and full fledged to beabsorbed by them. Hence, the teacher should possess the new knowledge. It should exhibit tobe learned exceeding facts that the students explore. The activity based learning environmentwill be attractive to students.

Exemplary lessons suggested in this Teachers Instructional Manual will supply guidance tothe teacher to develop many more lessons. It is expected that the teacher will be creative todevelop new lessons.

In the new teaching learning process the students are always active. Their abilities andstrengths could be observed at the teaching learning process. The teacher should appreciatethem, and encourage them. Sometimes, the teacher may observe difficulties that pupils face. Atsuch occasions the teacher should help those pupils to overcome them. Encourage peers tohelp. The process of assessment done at the teaching-learning process will help effective learning.

6

Further, pay your attention on the assignments and exercises suggested as instruments forextended learning which will be helpful to strengthen what students have learned. Consider itas a good situation to evaluate pupils’ learning. Pay attention on involving pupils in many otherexercises on extended learning.

I hope the role of the teacher will be so adjusted to create a new learning culture in theclassroom which would help to develop pupils with competencies to suit the new role.

Wimal SiyambalagodaAssistant Director General

Faculty of Languages, Humanities and Social SciencesNational Institute of Education

7

ContributionConsultents : Prof. J.W. Wickremasinghe, Director General, NIE

Mr. Wimal Siyabalagoda, Assistant Director General, NIE Prof. Mrs. Malani Andagama,

Uiversity of Sri Jayawardanapura (Retired) Prof. M.U. de Silva, University of Ruhuna (Retired) Prof. Mrs. Indrani Munasinghe, University of Colombo Dr. Mrs. S. Anushiya, North East University

Direction : Dr. U . Navaratnam Director, Dept. of Social Sciences, NIE

Co ordinator : Mrs. D.H. Chandima Nishani Dharmapala , Project Leader, History , Department of Social Sciences, NIE

Panel of Writers :Mr. B.L.R. Rohana Kumara - NIE (Retired)Mr. S.M. Dayananda - NIE (Retired)Mr. C.S. Jayasinghe - Teacher Centre, HoranaMrs. A. Indrani - Infant Jeni’s Convent

Rathnapura National School, RatnapuraMrs. I.V. Kanthi - Zonal Education Office, PaaduraMrs. Nanda Manamperi - St. Joseph Girls School, KegalleMrs. R.W.S. Daela - The Mazaned College, KadanaMrs. Manjari Punchihewa - Sirimavo Bandaranayake Balika Maha

Vidyalaya, HangurankethaMrs. S.A.N. Perera - Ranwala Mahanaga Maha Vidyalaya,

KegalleMr. T.B. Ekanayake - Zonal Education Office, ThalathuoyaMrs. Indrani Mohideen - Teachers Advisor, (Retired )Mr. H. Weerarathne - Teacher Advisor, (Retired)Mr. A. Selvendran - Teachers college, KotagalaMr. U.L.M. Baseer - Zonal Education Office, WattegamaMap : Mss. K.A. Lasanthi Geethani, Dept of Social Science, NIEComputer Type Setting : Mrs. Dilhani PereraCover Dessign : Miss Sandya AthapatthuMissellaneaus Assistance :

Mr. S. RupasingheMrs. Shirani Samarakkody

English Translation : G.B. Wanninayake

8

Content

Director General MessageForeward

Contribution

Part I - Syllabus1.0 Introduction2.0 Aims of the Syllabus relevant to grade 113.0 Syllabus4.0 School Policies and Programmes

Part II - Teaching Learning MethodologyIntroductionSeries of exemplary Activities11.1 Establishment of British Power in Sri Lanka11.2 Social and Economic Changes in Sri Lanka under the British Rule11.3 Rise of Asian Countries in the 20th century11.4 Great World War and Attempts for Peace11.5 Balance of Power in the world - After the 2nd World War11.6 Sri Laka After Gaining Independance

Part III - Assessment and EvaluationIntroductionInstruments for extended learning

9

Part I

Syllabus

10

1.0 Introduction

Learning History is the comparative and critical understanding of the nature of the enor-mous problems and their solutions that took place in the political, economic, social, religiousand cultural fields in the development of human civilization. In that the nature and the nationalinheritance should be protected and should be aimed at building up a good society where allcategories of human beings can live in harmony.

According to the new educational reforms to be implemented since 2007 History has beenincluded as a core subject in the curriculum from grade 6 to grade 11. The new school curricu-lum introduced under new Educational Reforms has been developed based on competencies.Accordingly the subject History from grade 6 to grade 11 has been formulated based onidentified subject competencies.

This syllabus prepared for grade 11 is a result of that. It is expected to implement thissyllabus since 2008. The syllabus contains six themes. these themes include Historical inci-dents in Sri Lanka and Historical Incidents in the world which have influenced Sri Lanka thehistory of Sri Lanka from the establihment of British power in Sri Lanka upto 1978, the rise ofAsian countries in the 20th century, two great world wars and the balance of power in theworld after the 2nd world war have been included as the themes. The above historical inci-dents in the world have affected the history of Sri Lanka, which can be understood by studyingthose themes.

Further it is expected that by studying the History syllabus from grade 6 to grade 11 pupilswould achieve the following competencies.

• Involves in exploration of historical evolution and trends.• Makes use of the analytical knowledge about the past to understand the present.• Analyses national problems comparatively.• Takes important historical charactors as examples.• Identifies the national identity, values it and characterises it.• Uses experiences in History effectively in the present phenomena• Acts in pride of historical values of Sri Lanka• Develops critical and creative thinking concepts• Develops the ability to identify places making use of historical information.

11

2.0 Aims of the subject relevant to Grade 11

• Explains how the British established their power in Sri Lanka.• Explains how the socio-economic changes in Sri Lanka caused by the

British rule differ from the pattern that existed so far.• Takes example from the rise of Asian countries in the 20th Century.• Contributes in preserving peace appreciating the attempts of the

United Nations Organisation in preserving human rights violated through the worldwar and in preservig world peace.

• Criticises comparatively the policies followed by the two power camps to havebalances of power after the 2nd world war.

• Examines how the changes in the political and economic fields in Sri Lanka afterthe independence have contributed the development process of Sri Lanka.

12

3.Sy

llabu

s11

.1E

stab

lishm

ent o

f Bri

tish

pow

er in

Sri

Lan

ka.

Com

pete

ncy

•Ex

plai

ns ho

w th

e Brit

ishes

tabl

ished

thei

r pow

er in

Sri L

anka

.

Com

pete

ncy

Lev

el

•Ex

plai

ns ho

w th

e Brit

ish es

tabl

ished

thei

r pow

er in

Sri

Lank

a mak

ing u

se of

the w

eakn

esse

s in t

he go

vern

ance

of th

ena

tiona

l rul

ers.

•Ex

plai

ns ho

w th

e nat

ives

rose

agai

nst

the B

ritish

rule

to pr

otec

t ind

epen

denc

e.

•Ex

plain

s inf

orm

ation

on co

nstit

utio

nal

Refo

rms i

n Sri

Lank

a dur

ing t

he pe

riod

of th

e Brit

ish ru

le.

Subj

ect C

onte

nt

11.1

Esta

blish

men

t of B

ritish

pow

erin

Sri

Lank

a.11

.1.1

Estab

lishm

ent o

f Brit

ishpo

wer

in S

ri La

nka.

-Co

asta

l are

as co

min

gund

erth

e Brit

ish in

1796

.-

Conq

uest

of U

pcou

ntry

in 1

815.

11.1

.2St

rugg

les a

gain

st th

e Brit

ishEm

pire

.-

1817

-181

8 A

.D.

-18

48 A

.D.

11.1

.3Ev

olut

ion o

f the

cons

titut

ion

and t

he ad

min

istra

tion

upto

194

7.-

Cole

broo

ke C

amer

onRe

form

s.-

Mac

calu

m R

efor

ms

-M

anni

ng R

efor

ms

-Co

nstit

utio

nal R

efor

ms

in 1

924.

-D

onou

ghm

ore R

efor

ms

-So

ulbu

ry R

efor

ms

Peri

ods

20

13

Com

pete

ncy

•Ex

plai

ns th

e soc

io-e

cono

mic

chan

ges t

hat t

ook

plac

e as a

resu

lt of

the B

ritish

rule

.

•W

orks

taki

ng ho

w A

sian

coun

tries

rose

in th

e 20t

hCe

ntur

y as e

xam

ple.

Com

pete

ncy

Lev

el

•Ex

plai

ns th

e cha

nges

in th

e eco

nom

y of

Sri L

anka

as a

resu

lt of

the e

xpan

sion

of th

e pla

ntat

ions

sect

or.

•A

naly

ses t

he ch

ange

s in t

he so

ciet

y of

Sri L

anka

due t

o the

Brit

ish ru

le.

•Ex

plai

ns th

e cha

nges

in th

e edu

catio

nof

Sri

Lank

a und

er th

e Brit

ish ru

le.

•Ex

plai

ns th

e rel

igio

us an

d cul

tura

law

aken

ing i

n Sri

Lank

a dur

ing t

heBr

itish

rule.

•Sp

eaks

in p

ride o

f ho

w In

dian

s wor

ked

to p

rote

ct th

e ind

epen

denc

e of t

heco

untry

.

Su

bjec

t Con

tent

P

erio

ds

1611

.2So

cial

and e

cono

mic

chan

ges u

nder

the

Briti

sh ru

le.11

.2.1

Mak

ing p

osse

ssio

n of l

and a

ndco

mpu

lsory

serv

ice i

n the

Raja

kariy

a sys

tem

inva

lid.

11.2

.2O

rigin

and e

xpan

sion o

f pla

ntat

ions

.11

.2.3

Trad

ition

al ag

ricul

ture

11.2

.4M

oder

niza

tion a

nd W

este

rniz

atio

n-

Dev

elop

men

t of t

he M

iddl

e Cla

ss-

Trad

e Uni

on M

ovem

ent

-N

atio

nal M

ovem

ent

11.2

.5Ed

ucati

on11

.2.6

Relig

ious

and c

ultu

ral a

wak

enin

g-

Budd

hist,

Hin

du, I

slam

and

Miss

iona

ry

11.3

Rise

of A

sian c

ount

ries i

n the

20th

Cent

ury.

11.3

.1In

dia

-O

rigin

of th

e Nat

iona

lm

ovem

ent

-Pr

ogra

mm

es an

d vic

torie

s of

thos

e who

held

impa

rtial

opin

ions

-Ri

se of

mili

tant n

ation

alism

and M

ahat

ma G

andh

i-

Div

ision

of In

dia

14

•Ex

plai

ns h

ow Ja

pan

deve

lope

d as

apo

wer

ful c

ount

ry in

the w

orld

.

•Ex

plai

ns th

e rise

of C

hina

by w

orki

ngac

cord

ing

to a

plan

.

•Ex

plai

ns h

ow th

e 1st

wor

ld w

ar an

d th

e2n

d w

orld

war

bec

ame b

arrie

rrs in

the

prog

ress

of th

e man

kind

.

•Ex

amin

es ho

w th

e Uni

ted

Nat

ions

Org

aniz

atio

n atte

mpt

sto

pres

erve

hum

an ri

ghts

viol

ated

thro

ugh t

he W

orld

War

and m

aint

ain w

orld

peac

e

11.3

.2Ja

pan

-Tok

uguv

a per

iod

-Meij

i ref

orm

s-R

ise o

f Jap

an as

a po

wer

ful s

tate

-Des

troyi

ng H

irosh

ima a

nd N

agas

haki

-Re d

evel

opm

ent w

ith th

e Mar

shal

Pla

n

11.3

.3Ch

ina

-Int

rodu

ctio

n of F

ive y

ear p

lan

-Prin

cipa

l sta

ges o

f Chi

nese

Rev

olut

ion

*Sa

ng y

uth

Sen

and

Chia

n K

ai S

hek

-Chi

na u

nder

the 2

nd W

orld

War

-Orig

in of

the R

epub

lic of

Chi

na-E

cono

mic

Pla

n-ai

ms a

nd ex

pect

atio

ns-C

ultu

ral r

evol

utio

n-F

orie

gn re

latio

ns

11.4

Rise

of A

sian c

ount

ries i

n the

29th

cent

ury

11.4

.1Fi

rst W

orld

War

-Ca

uses

-Pa

rtner

s-

Resu

lts

Com

pete

ncy

Com

pete

ncy

Lev

el

Subj

ect C

onte

nt

Per

iods

15

11.4

.2Le

ague

of N

atio

ns an

d th

e wor

ld p

eace

-Aim

s-A

ttem

pts m

ade o

n pe

ace

-Cau

ses f

or th

e fai

lure

11.4

.3Ri

se of

Fas

cism

and N

azism

-Int

rodu

ctio

n of F

asci

sm•

Fase

ism in

Ital

y und

er M

usso

loni

-Int

rodu

ctio

n of N

azism

•N

azism

in G

erm

any u

nder

Hitl

er.

11.4

.42n

d W

orld

War

-Cau

ses

-Par

tner

s-R

esul

ts

11.4

.5U

nite

d Nat

ions

Org

aniz

atio

n (U

NO

)-O

rigin

-Aim

s-S

truct

ure

-Atte

mpt

s mad

e for

pea

ce

•Cr

itici

ses c

ompa

rativ

ely o

f the

polic

ies f

ollo

wed

by th

e tw

opo

wer

cam

ps to

hav

e bal

ance

of p

ower

afte

r the

2nd

Wor

ldW

ar.

•A

naly

ses t

he fa

ilure

of th

e Lea

gue o

fN

atio

ns an

d the

Stre

ngth

of th

e Uni

ted

Nat

ions

Org

aniz

atio

ns.

•Ta

bula

tes t

he ch

arac

teris

tics o

f Fas

cism

and N

azism

.

Com

pete

ncy

Com

pete

ncy

Lev

el

Subj

ect C

onte

nt

Per

iods

16

•Ex

amin

es ho

w th

e cha

nges

inth

e pol

itica

l and

econ

omic

fiel

dsin

Sri

Lank

a afte

r the

inde

pend

ence

have

cont

ribut

edth

e dev

elop

men

t pro

cess

ofSr

i Lan

ka.

•Ex

plai

ns th

e rise

of U

nite

d Sta

tes o

fA

mer

ica (

USA

) and

Uni

on of

Soc

ialis

tSo

viet

Rep

ublic

s (U

SSR)

as tw

o po

wer

cam

ps in

the w

orld

.

•A

naly

ses t

he ac

tion o

f the

Uni

ted

Nat

ions

to li

mit

war

s.

•A

naly

ses t

he fa

ctor

s tha

t affe

cted

the f

all

of th

e soc

ialis

t pow

er ca

mp

in th

e 20t

hce

ntur

y.

11.5

Bala

nce o

f pow

er in

the W

orld

afte

r.Th

e 2nd

Wor

ld W

ar.

11.5

.1Ri

se of

Uni

ted S

tate

s of A

mer

ica

(USA

) as a

wor

ld p

ower

-H

ow it

aros

e-

U.S

.A. g

ettin

g the

lead

ersh

ip of

capi

talism

.11

.5.2

Rise

of U

nion

of S

ocia

list R

epub

lics

Sovi

et (U

SSR

) as a

wor

ld p

ower

.-

Caus

es-

Dev

elop

ing a

n eco

nom

y bas

ed on

socia

lism

.-

Get

ting t

he le

ader

ship

of so

cial

ism.

11.5

.3C

old

War

-Pr

even

tion

of w

ar d

ue to

the a

ctio

nof

the U

.N.O

.-

Two

pow

er ca

mps

in th

e wor

ld.

-Co

ntro

l of W

orld

econ

omy.

-Ri

se of

Non

alig

nmen

t mov

emen

t.-

Fall

of S

ovie

t Rus

sia.

Com

pete

ncy

Com

pete

ncy

Lev

el

Subj

ect C

onte

nt

Per

iods

17

•Ex

amin

es th

e im

porta

nce o

f the

party

syste

m an

d the

Cab

inet

syste

m in

impl

emen

ting p

arlia

men

tary d

emoc

racy

.

•Ex

plai

ns th

e con

stitu

tiona

l ref

orm

s of

1972

and

197

8.

11.6

Sri L

anka

afte

r the

inde

pend

ence

.11

.6.1

Parli

amen

tary

dem

ocra

cy.

-Po

litic

al pa

rty sy

stem

-Ca

bine

t sys

tem

11.6

.2Co

nstit

utio

nal r

efor

ms

-1s

t Rep

ublic

an C

onsti

tutio

n of 1

972

-2n

d Rep

ublic

an C

onsti

tutio

nof

197

8

11.6

.3M

easu

res t

aken

for d

evel

opm

ent a

fter

the i

ndep

ende

nce.

-ed

ucati

on-

agric

ultu

re-

state

ente

rpre

neur

ship

-in

dustr

ies-

soci

al w

elfa

re - h

ealth

, edu

catio

n,

tra

nspo

rt,

com

mun

icat

ion

Com

pete

ncy

Com

pete

ncy

Lev

el

Subj

ect C

onte

nt

Per

iods

18

4.0 School policies and programmes

Teaching programmes in school relevent to History have to be planed so that pupilscan larn the subject content satisfactority and effectively and also they could in corporate inthem.

Only a few such programmes have been given here. The teacher teaching history hasthe freedom to create many more programmes using his/her creatively.

• Organising a History Associatio through that pupils can be encouraged to havediscussion, seminars, debates, exhibitions, magazines, wall news papers, etc.

• Study tours can be organized to a place with historical value at least once a year.It should be well planned and organised so that pupils could get their knowledgegained at the class confirmed by observing.

• Seminars can be organised by getting down a historian to the school.• Community programmes could be organised to search places of archeological

value in the area and also to preserve such places.• A museum programme can be organized to observe arts, crafts, pictures and other

such things with archeological value.

19

Part II

20

11.1 Establishment of the British Power in Sri Lanka20 periods

Introduction

Maritime areas in Sri Lanka which had been under the Dutch rule were captured by theBritish in 1796. The Up Country too came under the British rule in 1815. Since then Sri Lankahad been under the British rule for about one and a half centuries. It is explained in this chapterhow the British carried out their campaign to establish their power in Sri Lanka.

An analysis is done in this chapter on the causes of the struggles for independence done bySri Lankans in 1818 and in 1848, and factors that led to the failure of those struggles. Furtheran analysis is done on the constitutional reforms carried out by the British and the political,social, economic and cultural results of those reforms.

Competency• Explains how the British established their power in Sri Lanka.

Competency Level• Explains how the British established their power in Sri Lanka making use of the

weaknesses in the governance of the national rulers.• Explains how the natives rose against the British rule to preserve independence.• Explains information about the reforms introduced in Sri Lanka durig the period of

the British rule.

Subject Content11.1 Establishment of the British power in Sri Lanka

11.1.1 Establishment of British power in Sri Lankatook place at several situations.1. Conquest of maritimes provinces in Sri Lanka2. Those areas becoming a crown colony in 18023. Conquest of the hill country in 18154. Confirming the British power in the upcountry by suppressing the

1st struggle for independence.5. Establishment of British culture in Sri Lanka by suppressing

nationality. Making changes in the political, economical and socialfields through the reforms of 1833

21

- Establishment of British East India company in 1600 by the British toacquire trade power in the East.

- Establishment of the French East India Company in 1660 by Frenchand their competition for trade in the East.

• Factors that made British to pay their attention on Sri Lanka.1. Situation of Sri Lanka at the middle of the naval route in the Indian

Ocean.2. Situation of Trincomalee Harbour in Sri Lanka where ships can

anchor safely during the North East Monsoon as well as duringthe South West Monsoon.

3. Ability to control the naval power in the Western Coast as well asin the Eastern Coast of India from Sri Lanka.

4. Importance of Sri Lanka for trade.* Cinnamon in Sri Lanka becoming popular in Europe.* Desire of the British to gain the profit of the cinnamon trade

which was so far enjoyed by the Portuguese and the Dutch.- Along with the French Revolution in 1789 war between France and

other European countries.- When France invaded Holland in 1794, the ruler (stath holder) of

Holland fled to England.- The British helped the Dutch against the Franch.- The Dutch had the suspicion that the French would capture the Dutch

areas in Sri Lanka.- Stat holder sending a letter to the Dutch governor in Sri Lanka on 7th

February 1795.- The Dutch Governor did not like to work according to the letter of the

stat holder.- The British attached the Dutch and captured Tricomalee in August

1795. After that the British captured Jaffna, Mannar and Kalpitiya on16th February 1976 the British captured Colombo.

- On that day the Dutch governor Angelbeck signed the agreement ofhanding over the maritime provinces of Sri Lanka to the British EastIndia Company.

- Since then the maritime provinces of Sri Lanka came under the controlof the British East India Company and were controlled by their centreat Madras.

22

- The British East India Company having their centre of control at Madrasadopted a system of collecting taxes in Sri Lanka following the systemthat they had in India.

- Maritime provinces in Sri Lanka that came under the control of theBritish East India Company were divided into three administrative units.The office of the administrative officer in charge of each Unit wascalled the ‘Kachcheri’

- So the Kachcheri system started in Sri Lanka- Native officers were expelled from their offices. Officers called Aw

Mildar were brought from South India and were appointed as taxcollecting officers.

- Tax had to be paid in money.- New taxes were introduced for coconut, arrack, fish, salt, paddy,

tobacco, etc.- A system of auctioning the right to tax was followed.- A rebellion against the British East India Company was carried out by

people of the maritime provinces in 1797.- Causes for the rebellion

1. Appointment of officers brought from Madras to collect taxes byexpelling native officer.

2. Madras officers collecting taxes by harassing the people.3. Since people had to pay taxes in money, it was a harassment for

the people who did not have the practice of using money.4. Introduction of new taxes such as taxes on coconut, fish, salt and

arrack.5. Although the people of maritime provinces complained the Madras

officers about the harassment they had to face those officers didnot take any action.

- A rebellion took place against the British rule in 1797- The English faced difficulties in suppressing the rebeliion- Appointment of a commission under the leadership of Colonal De

Muvan to investigate the causes of the rebellion.- Recommendation of De Muvan were as follows.

1. To do away with the system of auctioning the right to tax.2. Appointment of native officers to collect taxes in place of the

Madras officers.3. To cancel the new taxes4. To re establish Dutch courts.

23

- Since the British government realized the weaknesses of the rule ofthe Madras Company, the British government too intervened in therule of the maritime provinces. Hence a system of ‘dual rule’ started in1798. It was a system of ruling the areas both by the Company andthe British Crown.

- Governor Fedrick North had to be responsible to the Company aswell as to the Crown since there was a dual system of rule.

- The European war that started along with the French Revolution cameto an end with the Treaty of Amiens signed in 1802. According to thisTreaty the maritime areas of Sri Lanka came under the British Crown.So, those areas became a Crown Colony under the British.

The conquest of upcountry in 1815

• The British made several attempts to capture the upcountry before 1815• Fedrick North sent a military force to the upcountry under Mc Dowell to have an

agreement with the king• Fedrick North decided to attack up country in 1803.• Causes for the British attack on the upcountry.

1. The British had to maintain two armed forces for the security of maritime provinces-one at the coast and the other at the boundary of the upcountry.

2. The British traders had to pay taxes to the government of the upcountry at theKadawats ( entrances to the upcountry)

3. The people of the maritime provinces accepted the king of the upcountry as theirking.

4. Difficulties in maintaining connections between Colombo and Trincomalee5. The suspicion that the British had that the king of Kandy would get the support of

the French forces to expel the British.6. Request of Pilimatalawe to have the assistance of Governor North to become the

king of Kandy7. Ill treating the low country traders by upcountry people.

• Attack made by commander Mc Dowell in January 1803.• Sending two forces to the upcountry, one from Colombo and the other from Trincomalee• When the British forces reached upcountry the king had fled from Kandy.• Mc Dowell crowned Muttusamy as the king of Kandy.• An agreement made between the British and Mutthusamy.• The British left Mutthusamy at Kandy along with a group of British army.

24

• King Sri Wickrama Rajasinghe attacked the British and defeated them.• Sir Thomas Maitland, the Governor who succeeded Fedrick North in 1805 prepared

for an attack against upcountry.• Since the aristocrats of the upcountry had become powerful, king Sri Wickrama

Rajasinghe tried to suppress them.1. The king gave high posts of the royal palace to Nayakkars2. The king attempted to have breaks among the aristocrats3. The king gave severe punishments to the aristocrats when they did wrong.

• A plot took place under the leadership of Pilimatalawe to kill the Kandian King in1810.

• Pilimathalawe was given the death penalty by the king.• Ehalepola became the Maha Adikaram ( The chief Officer ) of the king.• The office of Disave of Sabaragamuwa area too was given to Ehalepola• Ehalepola starting a rebellion at Sabaragamuwa.• The king gave death penalty to the wife and the children of Ehalepola• Displeasure of the bhikkues aristocrats and the people because of the cruel punishments

given to the wife and the children of Ehelapola• A group of traders who went to upcountry from the maritime areas were ill treated by

king in 1814.• Some aristocrats set on fire to a village belonging to the British• A group of Englih soldiers went towards the upcountry• Molligoda joined the English• King fled from his palace and hid at the house of Udampitiya Arachchi in Bomure in

Meda Maha Nuwara• Sinhala aristocrats arrested the king and handed over to the British army• Agreement between the British and the up country aristocrats was signed at the Royal

Court of Kandy and on 2nd March 1815.• By that the up country Kingdom (Kandyan Kingdom) came under the British.

11.1.2 Campaign against the British Empire

• The rebellion took place in the maritime provinces in 1797- 1798• The first struggle for independence in 1818

- Causes for the struggle1. The people of upcountry did not like to be under a king who is not in the

country.2. The aristocrats of the upcountry did not like to be under the control of the

British

25

3. When the British rulers removed the practice of collecting taxes from tradersat Kadawats, the income of the aristocrats came down

4. Violating the upcountry agreement by the British rulers.5. Appointing Hajji Marikkar a Muslim person as the Muhandiram of Wellassa

violating the practice of appointing Sinhala aristocrats to high officers.6. Doraisami of Wilbawe accomplished by bhikkus wandering in the

upcountry kingdom.

• The first struggle for independence started at Uva Wellassa on 12th October 1817.• The struggle was led by

1. Monarawila Keppetipola2. Madugalle3. Kiwulegedara Mohottala4. Butaewe Rate Rala

• The struggle was suppressed by British rulers• Keppetipole and Madugalla who were the leaders of the struggle were killed for

treason.• Some leaders were expelled from the country. Their property was confiscated.• Reasons for the failure of the 1st struggle for independence in 1818.

1. It was not well organized2. Tooth Relic was with the British rulers.3. Rivalries among the aristocrats.4. Suppression of the struggle by destroying villages5. It was proved that Doraisami was not an heir to the throne and was proved

that he was an ex priest in the village called Wilbawe.• The declaration made by the British in 1818 as the winners of the war.• The powers of the aristocrats were reduced through that declaration

1. The power of the aristocrats to appoint minor officers was removed.2. The aristocrats were made officers drawing a salary from the British

government3. The aristocrats were prohibited to accept presents from the people4. Allowing to propagate other religions in the up country with the permission

of the Governor.5. Establishment of the British Judicical courts in the up country.

26

Second Struggle for independence in 1848

• Reforms made under the Cole Brooke Commission Report in 1833 prepared thebackground for the second struggle for independence

• Factors that led to the struggle for independence in 18481. Weakening of the civil service as a result of reducing the number of civil servants

under Cole Brooke recommendations.2. Native agriculture did not get royal patronage3. Villagers were oppressed by the district judicial court system.4. People were badly suppressed by the land Act brought by the Governor-Stuart

Makenzi5. Buddhists lost the royal patronage6. Introduction of new taxes by the Governor Torrington7. Collecting information for the Blue Book. Ordinary people got the impression that

collection of information was to introduce new taxes.• When the people of the upcountry went to handover a petition to the British Rulers,

there arose a struggle. The Governor declared Marshal law and suppressed the people.• The struggle started at Matale spread in the areas of Kandy, Dambulla, Wariyapola

and Kurunegala.• The struggle was organized by leaders like Weera Puran Appu, GongaleGoda Banda,

Hanguranketha Dingirilala and the Priest Kudapola.• Causes for the failure of the 1848 struggle

1. It was not well organized. Lack of experience2. Since there was a system of roads in the upcountry the British military forces could

suppress the struggle3. The British got additional military forces when they needed.

• Results of the struggle in 1848 :1. Those who proved to be guilty got punishments. Their property was confiscated2. Torrington was brought back as the Governor.3. Taxes that were opposed by the people were revised.4. The British rulers realized that irrigation and agriculture need government patronage.5. British rulers took action on development of agriculture, development of health

activities, development of roads for plantations and development of regional andprovincial administration since 1852Eg: Establishment of Municipal Councils in 1865

Establishment of village councils in 1871

27

11.1.3 Constitutional Evolution and the administrative system up to 1947

• Implementation of Cole Brooke reforms in 1833.• Cole Brooke Commission was appointed to make proposals to avoid government’s

budget differences.• W.M.G. Cole Brooke who came to Sri Lanka in 1829 made recommendations

relevant to administration, government assets, government institutions and Rajakarisystems. Charles Hay Cameron who came in 1830 made recommendations to thejudicial system.

• Recommendations of the Cole Brooke Commission1. Uniting upcountry and low country and to have a unitary government2. Divide the country into five provinces, instead of having 16 provinces which

was the system prevailed so far.3. Reduce the salaries of the civil servants and remove pensions.4. To abolish Rajakariya system.5. To develop English education6. To remove the monopoly of trade under the government and to have free

trade7. Establishment of legislative council and the executive council8. To have a uniform system of judiciary. The lowest court in the new system

was to be the District Court.• The legislative Council had 15 members. 9 of them were official members and 6

were nonofficial members1. Non official members were nominated by the Governor.2. They were nominated based on ethnicity.3. The Legislative Council

Non legislative members(6) Official members(9)

Burgher Sinhala Tamil Europeans 1 1 1 3

• There were agitations for reforms since 1840. They were led by Europeans• From the beginning of the 20th Century , there were campaigns led by the natives

for reforms. There were several organizations to carryout such campaigns1. Ceylon National Congress2. Chilaw Congress3. Jaffna Congress

28

• The principal demands of those agitations.1. To increase the number of non official members2. To have territorial representation3. To increase the power of the legislative Council4. To appoint non official members to the Executive Council.

Maccalum Constitutional Reforms

• These reforms were brought in 1810 durig the period of Governor Maccalum• Reforms were implemented in 1912• The legislative council was remodeled to have 21 members, 11 officials and 10

non official members• 4% of the Sri Lankans got a limited franchise• Educated, middle class Sri Lankans got the franchise• Ponnabalam Ramachandran was elected to the legislative council through the

franchise of the educated Sri Lankans. He was the first Sri Lankan to get electedto the legislative council.

• Sri Lankan agitators were not satisfied with the Macclam reforms• Governor Robert Charmes took serious actions to suppress the struggle between

the Sinhala and Muslim people in 1915.• Establishment of the Ceylon National Congress in 1919.• Ceylon National Conges led the agitations for constitutional reforms

Manning Constitutional Reforms

• Manning Constitutional Reforms were implemented in 1921.• The number of official members of the legislative council increased up to 14 and

the number of non official members increased up to 23.• For the first time there was to be an unofficial majority in the legislative council• For the first time the territorial representation system was implemented• Three Sri Lankans were appointed to the Executive Council

Manning – Devonshire Constitutional Reforms

• Under the Constitutional reforms of 1924 the number of non official members ofthe legislative council increased up to 37 and the number of official membersdecreased to 12

29

• The power and the responsibility of the legislative Council in 1924 were separated.Eg : Responsibility on governance was vested on the Governor while the power ofthe legislative council was with the non official majority. But those non officialmembers did not have any responsibility of the government

Dononghmore Constitutional Reforms

• Educated Middle class Sri Lankans were not satisfied with the constitutional reformsof 1924

• Since there were difficulties in implementing this constitution the Governor Sir HughClifford reported to the Colonial secretary to have new constitutional reforms.

• The commission under the Earl of Donoughmore came to Sri Lanka in 1927 torecommend new constitutional reforms

• Reforms recommended by the Donnoughmore commission were implemented in1931

• Weaknesses of the Donoughmore constitution implemented during the period 1931- 1947

1. Powers vested on the Governor and officials2. Natives got a semi responsible government system.

Soulbury Constitutional Reforms

• As a result of the persistent agitation of the Sri Lankans demanding a full responsiblesystem of government the Soulbury commission was sent to Sri Lanka in 1944

• The proposals made by the ministers of Sri Lanka to the British Government whichwas called the Ministers’ draft scheme became the basis for Sounbury reforms

• The main features of the Soulbury constitution implemented in 1947 :1. Introduction of the office of the Governor General2. Establishment of a Parliament with two chambers3. Introduction of a Cabinet headed by the Prime Minister4. Establishment of Public Service Commission and the Judicial Service

Commission.• The Governor General was the nominal head of the government.• The House of Representative of the parliament consisted of 101 members. 95 of

them were elected on universal adult franchise. 6 members were nominated. Itsduration were five years

• The upper chamber ( the senate ) was to consist of 30 members• The executive powers were vested on the cabinet headed by the Prime Minister

30

• To protect the independence of the Public Service and the Judicial Serivice, thePublic Service Commission and the Judicial service. Commission were appointed.

• Under the new constitution , a general election was held in 1947.• The United National Party which won the majority of seats in the general election

held in 1947. formed the first government under the new constitution.• Mr. D.S. Senanayake became the first Prime Minister of the country.• The administrative system of Sri Lanka under the British had an imperial

administrative model.• Administrative structure of Sri Lanka under the British rule

The British king

The British parliament

Colonial secretary

British Governor

Chief secretary

Civil Officers

Heads of departments government agents

Local officers Local Officers

• Ceylon Civil Service was started in 1798• Functions of the central government were carried out based on departments• During the period of Governor North few departments were started.

Eg : 1800 - Surveyor Department1800 - Public Works Department1800 - Land Registration department

• During the period of Governor Sir Thomas Maitland 1805 – 1811 steps weretaken to have an organized Civil Service.

Eg : All Civil Servants were asked to learn a National language• Under Colebrooke reforms steps were taken to further organize the departmental

administration.• Under Colebrooke Reforms administrative units were reduced from 16 – to 5

31

• Under Colebrooke Reforms the salaries of the civil servants were reduced and thepensions were removed to cut down government expenses.

• As a result of Colebrooke reforms when the administrative units were reduced to5, the administrative units became too large which became a barrier for a goodadministration. And along with that when the facilities of civil servants were reduced,the civil service became inactive.

• Under the British rule, the rural areas of the country were neglected .• Governors understanding the weaknesses of the administration, took steps from

time to time to increase the number of provinces. New provinces so started wereas follows :

North Western ProvinceNorth Central ProvinceUva ProvinceSabaragamuwa Province

• Regional administrative functions were carried out based on Kachcheris.• Structure of the Regional administration

Government Agent - Kachcheri

Assistant Government Agents

Grama Niladari• Local government Institutions were started under the British rule.

Eg; 1865 Municipal Councils1871 Village Councils1897 Town Councils

32

Activity 11.1.1

Competency Level : Explains how the British established their power in Sri Lankamaking use of the prevailing weaknesses in the country

Activity : “Let us examine how the British established their power in SriLanka “

Time : 120 minutes

Quality Inputs : • Annexe 11.1.1.1 – picture of the British flag• Annexe 11.1.1.2 – Activity Sheets• Annexe 11.1.1.3 – Activity Sheets• Text Books• Writing papers

Teaching Learning ProcessStep 11.1.1.1 : • Display The British flag given in Annexe 11.1.1.1 in the class

• Start a discussion asking questions- To which country does this flag belong?- To which continent does that country belong?- Why did the British come to the east?

• Conduct a discussion highlighting the following

• The British taking an example from the Protuguese andthe Dutch who came to the East for trade

• British East India Company acquired the monopoly oftrade in the East

• The French too established the French East IndiaCompany and came to the East for trade

• Madras was the centre of British trade in the East.

05 minutes

Step 11.1.1.2 : • Divide the class into groups appropriately• Distribute the Activity sheets given in annex 11.1.1.2 to the

groups

33

• Give instructions to the groups so that each group wouldprepare questions on one topic

• Give instructions to prepare questions on each important fact• Get pupils to do the activity in groups

20 minutes

Step 11.1.1.3 • When pupils have completed the activity call them to the class.• Divide the class into two groups• Distribute the activity sheet given in Annexe 11.1.1.3 to the

groups• Give instructions to select a leader for each group.• Give instructions to the groups to select the most suitable

questions in an order as instructed in Annexe 11.1.1.320 minutes

Step 11.1.1.4 • Get pupils in two groups to conduct the questions and answersprogramme with the teachers’ supervision

• Give instructions to the pupils to note the questions ad answersin their books after the questions and answers programme

40 minutes

Step 11.1.1.5 • Identify the strengths and weaknesses of pupils through theirgroup activities.

• Make a review highlighting the following

• The British and the French came to the East in the 17th

Century for trade• Both the British and the French competed each other to

capture areas in the Indian Ocean making use of theweaknesses of the natives.

• The British paid their attention on Sri Lanka as a centre oftrade

• Maritime provinces of Sri Lanka came under the controlof the British East India Company

34

• A rebellion took place in the maritime provinces in 1797because of the activities of the AwMildars who came fromIndia to collect taxes.

• Because of the inefficiency of the rule of the East Indiacompany, the British government appointed Sir FedrickNorth as the Governor of maritime provinces in 1798.

• There was a dual system of rule in the maritime provincesduring the period from 1798 to 1802.

• In 1801 the Amiens Agreement was signed in Europe as asettlement of the European wars.

• In 1802 Sri Lanka ( The maritime provinces) became aCrown Colony.

• Since 1802 the maritime provinces came direct under thecontrol of the British Governor

40 minutes

Assessment and Evaluation

• Explains how the British established their power in the maritime provinces of SriLanka.

• Organizes a programme on questions and answers relevant to the establishment ofthe British power in the maritime provinces of Sri Lanka.

• Appreciates the importance of being an independent nation.• Involves in group activities• Exhibits leadership qualities.

Follow up work

• Prepare a newspaper article on how the British established their power in the maritimeprovinces of Sri Lanka.

35

Annexure 11.1.1.1

36

Annexe 11.1.1.2

Activity Sheets

Prepare questions in groups under given topics for a ‘questions and answers’ programme

Group 1Topic :The British coming to the East for trade

Groups IITopic :British paying their attention on Sri Lanka and capturing maritime provinces of Sri Lanka

Group IIITopic :The rule of the Madras Trade Company and the rebellion in 1797

Group IVTopic :Dual rule and Sri Lanka becoming a Crown Colony

37

Annexe 11.1.1.3

Instructional Sheet

• Divide the class into 2 groups as group A and group B• Give about 20 questions selected to the leader of each group• Get the ‘questions and answers’ programme be launched by the two leaders• Get all pupils participate in the programme• Marking scheme

- When a question is directed to a pupil, and if he answers it correctly award – 10Marks

- When the particular pupil fails to answers it, and if another pupil from the samegroup answers it award - 05 marks

- If that group fails to answer it and when it is answered by the group who directsthe questions, award that group – 02 marks

• Direct pupils to note marks according to the given marking scheme• The teacher should give necessary instructions and direct the programme

38

Activity 11.1.2

Competency Level : Explains how the natives rose against the British rule to protectindependence

Activity : “The struggle of Wellassa”

Time : 80 minutes

Quality Inputs : • Annexe 11.1.2.1 - A statement for the role play• Annexe 11.1.2.2 - Activity Sheet• Text book• Writing papers• Source books on Wellassa struggle (Inform pupils to collect

books, magazines etc. having information about the Wellassastruggle)

Teaching Learning ProcessStep 11.1.2.1 : • Get a pupil to present the statement given in Annexe 11.1.2.1

making a role play of the hero KeppetipolaAsk Questions such as :- Whose character is illustrated here?- What is the struggle that took place under his leadership?- Where was it started ?And conduct a discussion highlighting the following

• The British brought the whole country under their controlin March 1815

• According to the agreement made between the British andthe upcountry leaders on 2d March 1815 at the RoyalCourt of the Kandyan kingdom, the British promised toprotect the traditions and customs of Sri Lanka.

• But the British did not act accordingly

• The upcountry leaders who got disgusted about the Britishrule, started their first struggle for independence from UvaWellassa

10 minutes

39

Step 11.1.2.2 : • Divide the class into groups appropriately• Distribute the copies of the Activity sheet given in Annexe

11.1.2.2 to the groups• Give instructions to pupils to prepare an information sheet about

the 1st struggle for independence in Sri Lanka as instructed inthe Activity Sheet.

• Get pupils to do the Activity in groups

30 minutes

Step 11.1.2.3 • Get each group to present its report to the class.• Get others to comment on the presentations .• Give instructions to the pupils to note down important points.• Identify pupils’ strengths and weaknesses through the group

activities.• Make a review of the lesson highlighting the following

• The first struggle for independence started at Uva Wellassa• Monarawila Keppetipola, Madugalla and Butawe Rate

Rala were the Leaders of the struggle• The causes for the struggle of 1818 were :

1. The British did not pay respect to Buddhism aspromised through the Agreement

2. Although the British promised to protect the offices,powers and benefits of the aristocrats through the upcountry agreement, the British neglected them inpractice.

3. The British officers did not respect the bhikkues andthe aristocrats.

4. People of up country did not like to be under a kingwho is not to be seen.

5. Appointing Hajji Marikkar, a Muslim person as theMuhandiram of Uva Wellasa area.

• Appearing Wilbawe Doresami as an heir to the throne ofthe Kandyane Kingdom in mid 1817.

• The struggle for independence started at Uva Wellasaspread all over the up country.

40

• Molligoda and Ehalepola did not support the struggle.• Causes for the failure of the struggle for independence in

1818.1. It was not well organized.2. Personal rivalries among the leaders3. It was revealed that Wilbawe Doresami had not an

heir to the throne4. Tooth relic was with the British5. The policy of destroying villages followed by the British

to suppress the struggle6. Declaration made in 1818 that those who get subjected

would be released.• Keppetipola and Mudagalle were massacred at Kandy.• Ehalapola and a group were expelled to Murisi island.

40 minutes

Assessment and Evaluation

• Explains the 1st struggle for independence• Speaks in pride of ancient leaders who fought for the country.• Prepares an information sheet on the 1st struggle for independence• Involves in group work• Presents information

Follow up work

Prepare an article on the topic “struggle for independence of Uva Wellassa” to be displayed ana wall newspaper

41

Annexe 11.1.2.1

Declaration

Get a pupil to make the following declaration

Oh! Executioner, I don’t fear to die. It is I who led the Uva Wellassa struggle. That I did onbehalf of my country and the nation. When I complete the stanza on worshipping the ToothRelic, separate my head from the body in one blow. I have not done any sins in this life to havea death like this. I believe that this is due to a Karma done in a past birth

Annexe 11.1.2.2

Activity Sheet

Prepare an information sheet on the 1st struggle for independence in Sri Lanka collectinginformation on the following

- Causes for the 1st struggle for independence- The start and the spread of the struggle- Leaders of the 1st struggle for independence- Factors that made the 1st struggle for independence a failure- Effects of the 1st struggle for independence

42

Activity 11.1.3

Competency Level : Explains the constitutional reforms in Sri Lanka under the Britishrule

Activity : “Let us examine the constitutional reforms during the British rule inSri Lanka “

Time : 7 periods

Quality Inputs : • Annexe 11.1.3.1 – A photograph illustrating a parliamentarysession

• Annexe 11.1.3.2 – Activity Sheet• Anexure 11.1.3.3 - Activity Sheet• Text Book• Social studies and History – Grade 10 Text book (Old

Syllabus)• History - grade 11 – text book (Old syllabus )• Demy papers• Felt pens

Teaching Learning ProcessStep 11.1.3.1 : • Display the pictures given in Annexe 11.1.3.1

• Ask questions such as -• What is shown in this picture?• Who ruled the country in the ancient days?• When did the representative system of government start

in Sri Lanka ?• Conduct a discussion highlighting the following

• In any system of government there are three sections ofgovernment called the legislature, the executive and theJudiciary

• In the early days in Sri Lanka all these powers were vestedon the king

• When Sri Lanka became a Crown Colony under the British, those powers were executed by the governor

43

• Through the Colebrooke constitutional reforms the firststep towards a representative system of government wastaken.

• Along with a gradual development of a representativesystem a parliamentary system of government emerged

15 minutes

Step 11.1.3.2 : • Divide the class into groups appropriately• Assign one constitutional reforms done during the British rule

in Sri Lanka to each group• Distribute the copies of the Activity sheet given in annexe

11.1.3.2 to each group.• Give necessary instructions about the activity• Get pupils involve in the activity in groups• Give necessary guidance and instructions

30 minutes

Step 11.1.3.3 : • Get one period for one constitutional reforms• Display the Activity sheet given in Aneexe 11.1.3.3 in the class.• Get pupils to copy it.• Get group 1 to present its report on the information they have

collected about Colebrooke reforms• Get others to comment on the presentation.• Direct pupils to fill the Activity sheet based on the information

presented by group one.• Likewise spend one period for each of those constitutional

reforms discuss the reforms in an order. Get pupils to completethe activity sheet in the order of reforms

• Identify the strengths and weaknesses of the pupils throughgroup activities.

• Make a review either at the end of each period or aftercompleting the Activity sheet highlighting the following

• The first step towards a representative system ofgovernment was taken through the Colebrooke reforms

• 4% of the Sri Lankan got the right to vote throughMaccalum reforms

44

• Sir Ponnambalam Ramanadan was the first educatedSri Lankan to get elected to the legislative council.

• Through the Manning reforms of 1921 territorialrepresentation was introduced. Non official membersbecame the majority in the legislative council as a result ofthese reforms

• Through Manning Devenshire reforms of 1924 thenumber of non official members further increased. But theSri Lakans did not get the responsibility of government.

• Under the Donoughmore Reforms of 1931, Sri Lankansgot a semi responsible system of government.

• Universal franchise was introduced under theDonoughmore reforms.

• Under Soulbury Constitutional Reforms of 1947 aparliamentary system of government having two chambersin the parliament was introduced.

• Parliamentary system of government in Sri Lanka was aresult of the constitutional evolution that took place withthe persistent agitations of Sri Lankans.

40 minutes

Assessment and Evaluation

• Explains that the constitution of Sri Lanka is an evolution• Appreciates the universal franchise as a measure of expanding the political experiences

of the Sri Lankans• Explains the growth of the legislative council with the help of a table• Involves in group activities.• Presents information pleasantly

Follow up work

Prepare an article for a newspaper on the topic “ Development of political power of Sri Lankansunder the British rule”

45

Annexe 11.1.3.1

A photograph illustrating a parliamentary session

Annexe 11.1.3.2

Activity Sheet

Prepare an information sheet about the constitutional reform that was assigned to your group,making use of the grade 11 History text book, Grade 10 social studies and History (Oldsyllabus) Text book, grade 11 History (Old syllabus) text book

46

Ann

exe1

1.1.

3.3

Act

ivity

She

et

Con

stitu

tiona

l Evo

;usio

n in

Sri

Lan

ka

Nam

e of

the

Ref

orm

sYe

ars o

f Im

plem

ent

Prop

osal

s for

Nam

e of

the

Impo

rtan

ce of

Wea

knes

ses

of t

hein

g th

e ref

orm

sre

form

sle

gisla

ture

refo

rms

refo

rms

47

Unit 11.2

Social and Economic Changes in Sri LankaUnder the British

16 Periods

Introduction

Maritime provinces in Sri Lanka which were under the Dutch rule were captured bythe British in 1796. The upcountry too came under the British rule in 1815. It is expected todiscuss in this chapter - Social and economic changes that took place in Sri Lanka under theBritish rule until the country gained independence in 1948.

The expansion of the plantation sector in Sri Lanka as a result of the capitalist eco-nomic policies of the British and the determination of the traditional agriculture along with thattoo is discussed in this chapter. Further the agitations carried out by the national leadersagainst the government policies of the British and demanding constitutional reforms too isdiscussed in this chapter.

Further, religious and cultural awakening of the Sinhala, Tamil and Muslim communi-ties in Sri Lanka too is discussed.

Competency : Explains the socio-economic changes that took placeas a result of the British rule.

Competency Levels : • Explains the changes in the economy of Sri Lankaas a result of the expansion of the plantationsector.

• Analyses the changes in the society of Sri Lankadue to the British rule.

• Examines the religious and cultural awakening inSri Lanka during the British rule.

48

Subject Content

11.2 Social and Economic changes in Sri Lanka under the British

11.2.1 Abolition of the land tenure and compulsory service system (Rajakariya)- Explaining the land tenure in the early days.

• The owner of the land was the king.• For the public service of the officers lands were donated instead

of salaries.• The officers got those lands cultivated by ordinary people.• The ordinary people who cultivated those lands had to pay taxes to

the state (the king) and the aristocrats who were supposed to be theowners of those lands.

• In addition, those people had to do compulsory service to the statewhich was called ‘Rajakariya’.

• According to the Rajakariya system all adult males had to workcompulsorily a number of days per year to the king (the state) withoutany payment.

• Governor Fredrick North enacted laws to abolish the system of landtenure and the compulsory service (Rajakariya) system.

• But those laws could not be implemented successfully.• Hence, Governor Sir, Thomas Maitland brought back the

Rajakariya system.• Under the reforms brought by the Colebrooke Commission in 1833

compulsory Rajakariya system was abolished. The system ofdonation of land by the state to the people was abolished. The systemof selling lands was introduced.

• Some changes brought about through Colebrooke Reforms :- As a result of the establishment of the Legislative council and the

Executive Council the dictator powers of the Governor werereduced.

- Rajakariya (Compulsory Service) system was abolished.- Europeans were given permission to live in the country.- Introducing the system of selling lands. As a result of it foreign

capital was drawn to the country. This led to the development ofthe plantation sector.

49

11.2.2 Introduction and the expansion of the plantation economy.- The Portuguese and the Dutch who ruled the Maritime Provinces

collected cinnamon naturally grown in forests and engaged in trade.- They did not follow a system of cultivating crops for trade.- At the latter part of the Dutch rule they started to cultivate cinnamon

for trade.(Cinnamon gardens in Colombo of the present day is an example)

- Colebrooke Reforms of 1833 laid the foundation for a neweconomic system.

- Experiments had been done with the state patronage to grow coffee.- Under Colebrooke Reforms. Civil servants were given permission to

involve in private businesses.- Coffee plantation started in small scale, spread as large estates in the

up country areas by 1840.- Reasons for the development of coffee plantation :

• Custom duties levied on coffee exported to England was reduced.• Decline of coffee plantation in the West Indies.• Enterpreneurs who invested capital on coffee plantation got high

profits.• Adoptation of successful plantation systems,• Getting down labourers from South India on low salaries.

When the demand for lands increased for coffee plantation, the land ActNo.12 of 1840 was enacted in order to sell more and more lands forplantation.

- Through this Act, lands of the up country were taken over to the Britishgovernment to be sold for plantations.

- There was a decrease in the coffee plantation in 1847.- Again there was a development in coffee plantation by 1853.- Again in 1867 there was a decrease in the coffee plantation due to a

fungus disease (Hemilia Westratrics).- There was an attempt on cocoa and cincona plantation, but the planters

could not get a good profit from those planations.- By 1890 tea plantation came to be prominent.- Reasons for the development of tea plantation.

• Price of tea going high in the London Market.• Increase in the use of manure.

50

• Development of Colombo Harbour.• Since workers were brought from South India, supply of cheap

labour increased.- By 1920 more lands came under tea plantation. As a result income from

tea increased.- Along with the economic depression in 1929 tea export deteriorated. Tea

income too decreased.- By 1910 coconut plantation too had developed. Although Europeans did

not like to invest money on coconut, local planters paid interest in it.- About half of the coconut products was used for local consumption.- By the latter part of the 19th century rubber cultivation was introduced.- Reasons for the expansion of rubber cultivation.

• Rubber prices went up during the period of the 1st World War.• America became a major buyer of rubber.

- Development of motor industry in Britain.- Along with the economic depression in 1929 prices of rubber came down.

11.2.3 Traditional Agriculture- British government paid attention on the plantation sector and didn’t pay

an interest on the traditional agriculture.- Along with the abolition of compulsory service system (Rajakariya) under

Colebrooke reforms, traditional agriculture deteriorated.- Agriculture did not get the state patronage.- When more and more lands were used for plantation, traditional agricul-

ture was neglected.- This was a major cause for the struggle against the British in 1848.- After this struggle, some British rulers paid attention on the development

of traditional agriculture.- They paid attention on the reconstruction of old irrigation schemes in the

dry zone and settle people in the dry zone areas.- Establishment of the Department of Irrigation in 1900 and the establish-

ment of the Department of Agriculture in 1912 helped to develop tradi-tional agriculture.

- Governors like Henry Ward, Herculis, Robinson, Williem, Gregory, ArthurGordon, West Rigeway worked for the development of irrigation schemesand thereby for the development of agriculture, specially the paddy culti-vation.

- Establishment of co-operative lending societies helped farmers.

51

11.2.4 Modernisation and Westernisation - Development of the Middle Class- As a result of the development of English education under Colebrooke

reforms, a new social class who valued the European Culture, on elitegroup developed.

- This national elite class earned money in various ways.- They invested their money on buying estates, plantations and the education of

their children.- This educated middle class led agitations for constitutional reforms in the

beginning of the 20th century.- The rise of this national middle class who had English education and who

valued the western culture was a new force that arose as a result ofthe British rule.

Labour Movement- According to the traditional system prevailed in the country, labour needed for

state services could be obtained through the ‘Rajakariya’ system, which was acompulsory free service.

- With the development of the plantation sector under the British, a system ofsupplying labour for money came to practice. Thereby originated a labourclass.

- Labourers for estates were brought from South India, since the British couldnot get labourers from the country.

- At the beginning, South Indian Labourers were brought for the estates in thehill country and towards the end of the 19th century South Indian labourerswere brought to work in the Colombo city as untrained labourers. Thereby aseparate community developed in the society.

- With the development of towns in the 19th Century Sinhala people too joinedthe work force as labourers in such work as loading and deloading of goods,laundry service, etc.

- Likewise two sets of labourers developed as labourers in the estate sectorand the labourers in the towns.

- At the end of the 19th century there were several strikes carried out with thehelp of the middle class.eg. : * Printers’ strike

* Cart labourers’ strike* Strike in the Wellawatta Weaving Factory* Laundry workers’ strike

52

Trade Unions- Trade Unions were started in the decade of 1970.

Mr. A.E. Gunasinghe was the leader of the Trade Union movement.- Trade Unions of the Estate labourers were organized after 1935’ Those Trade

Unions were led by Natesa Ayyar.- After the establishment of the Lanka Sama Samaja Party, that party adopted

a leading role in the establishment of Trade Unions both in the estate sectorand in the Urban Areas.

National Movement- The National Movement in Sri Lanka started in the latter part of the

19th Century.- Middle class educated in National languages and the English educated middle

class supported the National Movement.- A section of the educated middle class carried out agitation demanding

political powers. Another section of the Middle class organised forreligious and cultural awakening.

- Middle class educated in National Languages carried out a campaign for acultural reawakening.

- At the beginning of the 20th century English educated middle class too joinedthe National movement.

- What they needed was to have constitutional reforms so that they too wouldget power in the government

- English educated westernised middle class did not take part in the nationalcultural movement.

- What they needed was to gain political power.- Non-alcoholic movement in 1912, Sinhala-Muslim struggle in 1915,

establishement of Ceylon National Congress in 1919 were land marksof the National Movement.

- At the Sinhala Muslim struggle that took place in 1915, leaders of the NationalMovement were taken to custody.Leaders such as* D.S. Senanayake* F.R. Senanayake* D.B. Jayathilake* C. Batuwantudawe* C.A. HewaWitharana* A.E. Gunasinghewere taken to custody.

53

Few, leaders including William Fedrick were shot dead. Ceylon NationalCongress was started in 1919 to work against the injustice of the British rule.

- Its first chairman was Mr. Ponnambalam Arunachalam.- As a result of the persistant agitations made by the Ceylon National Congress,

Constitutional Reforms were done in the years 1920, 1924 and 1931.- Leaders of the Non-alcoholic Movement too supported the

National Movement.- Disputes between the Sinhala National leaders and Tamil National Movement

arose regarding the seats in the legislative Council.- After the Soulbury constitutional reforms of 1947 Sri Lanka gained

independence in 1948.

11.2.5 Education- In the early days there was Pirivena education system with temple as its

centre.- Portuguese and the Dutch established Parish schools.- When Robert Brownring came as the Governor, Missionaires

introduced their schools.* Missionaries such as -

London, Baptist, Weslian and Church American started schools.* Recommendations made by Colebrooke for the development of

education in Sri Lanka.* Establishment of School Commission for the administration of education.* Establishment of English Medium schools.* English educated Sri Lankans were recruited to the government service.

- Educational Reforms during the Time of Governor Macency.* Establishment of Central School Commission.* Establishment of National Language Schools and Bilingual schools.* Establishment of Assisted schools.* Establishment of Girls schools in towns.* Establishment of Colombo Academy, an institute to train students

for higher level jobs.

- Establishment of the Department of Education in 1920 during the time ofGovernor Manning.

54

* Establishment of the University College in 1921.

- Under Donoughmore Reforms of 1931 Executive Committees wereestablished. Mr. C.W.W. Kannangara became the chairman of the ExecutiveCommittee in change of Education. In other words he was the Minister ofEducation. Reforms in the system of Education took place under him.Some reforms are as follows :* Education in National Languages.* Compulsory Education.* Free Education from the

Kindergarten to the University.* Establishment of Central schools.* Implementation of Handessa system to develop rural education.* Free mid day meal in schools.* Starting a National Examination system.* Teaching English as a second language.* Teaching religion as a compulsory subject in schools.* Establishment of institutions for teacher training.

The aim of these reforms was to direct students who complete schools educationto higher education or vocational education and supply job opportunities to thosewho complete education.

11.2.6 Religion and Cultural Awakening- Under the British rule Missionaries involved in education of this country.- Christian priests learned national languages and involved in education in

the missionary schools.- In the Missionary schools books on Christianity written in Sinhala and

Tamil were distributed.- It became a threat to the national religions.- Sinhala, Tamil and Muslim people who understood this, started

campaigns for the protection and enhancement of their religions.

55

Buddhist Re-awakeningBuddhist priests who worked for the Buddhist reawakening.

* Ven. Walane Siddharthe - started Parama Dhamma Chetiya Pirivenaat Rathmalana.

* Ven. Hikkaduwe Sri Sumangala - started Vidyodaya Pirivenaat Maligakanda.

* Ven. Rathmalane Dhammaloka started Vidyalankara Pirivena at Peliyagoda.* Ven. Migettuwatte Gunananda -Organised Pancha Maha Vada

(Five Great Debates)

- Those Pancha Maha Vadas (Five Great Debates) were as follows :* Baddegama Vadaya - 1864* Waragoda Vadaya - 1865* Udamvita Vadaya - 1866* Gampola Vadaya - 1871* Panadura Vadaya - 1873

Christian priests were challenged through these debates.

- Sir Henry Steel Olcott who heard about the debate that took place atPanadura came to Sri Lanka.

- Religious activities of Sir Henry Steel Olcott.* He became a Buddhist.* Established the Buddhist Theosophical Society (BTS)* Started a newspaper by the Buddhist Theosophical Society called

“Sarasavi Sandaresa” to propagate Buddhism.* Started Sunday Buddhist Schools.* Made Wesak Full Moon Day a public holiday.* Started Buddhist schools -

eg.: Dharmaraja College - KandyAnanda College - ColomboMahinda College - Galle

* Started Buddhist Schools for girls.Vishaka College - ColomboMuseus Girls College - Colombo

- Services rendered by Mahabodhi Society established byAnagarika Dharmapala

- Services of Y.M.B.A. started by Sir D.B. Jayathilake

56

Hindu Re awakening- Contribution of Arumuga Navalar and Ponnambalam Arunachalam for the

reawakening of Hinduism and HinduCulture.- Establishment of the first Hindu school at Vannar Pennai in Jaffna.- Work done by Mr. Ponnambalam Ramanadan for the enhancement of Hindu

Education by establishing Shaiva Administrative Institution.

Islam Re awakening- Work done by Mr. Siddi Lebbe for the re awakening of Islam.- Starting Zahira College in Colombo.- Expansion of teaching Arabic.- Establishment of Muslim schools called Madrasa.- Starting the Newspaper - “Muslim Nation”

Cultural Reawakening- Cultural reawakening along with the religious re awakening.- Publication of Sinhala, Pali and Sanskrit books.- Publication of Sinhala newspapers.- Development of literature on nationality.

Starting Sinhala newspapers -- Lakmini Kirana, Lakmini Pahana, Arunodaya in 1862.- Ghanartha Pradeepa in 1866.- Sarasavi Sandaresa in 1880.- Sinhala Jatiya in 1902.- Dinamina in 1909.• Development of drama based on religious and historical events.• Writing novels by Piyadasa Sirisena to awaken Nationality.• Starting newspapers like Hindu Sadanam, Weerakesari, Thinakaran by

Tamil Hindus.- Such attempts awakened natives to rise against the British rule.

57

Activity : 11.2.1

Competency Levels : Analyses the changes in the society of Sri Lankacaused by the British rule.

Activity : “Let us examine the characteristics of the Upcountry LandTenure System” .

Time : 80 Minutes

Quality Inputs : • A picture showing people working under ‘Rajakariya’system as given in Annexe 11.2.1.1.

• Copies of the Information sheet having a graph explaining the “Land Tenure System” in the upcountryof Sri Lanka as given in Annexe 11.2.1.2.

• Copies of the Activity sheet given in Annexe 11.2.1.3.• Text book.• Relevant source books.

Teaching Learning ProcessStep 11.2.1.1 : • Display the picture given in Annexe 11.2.1.1

• Get pupils to observe it.• Ask questions from pupils relevant to the picture

and start a discussion.• Conduct the discussion highlighting the following.• In the early days in Sri Lanka people worked for the

state free under the ‘Rajakariya’ system.• ‘Rajakariya was a compulsory service.

(10 Minutes)

Step 11.2.1.2 : • Group the pupils in the class.• Distribute the copies of the Information sheet given in

Annexe 11.2.1.2 to the groups, so that each groupswould get one copy.

• Distribute the copies of the Activity sheets to thegroups so that each groups would get one copy.

• Explain the activity in brief.• Get pupils do the activity in groups.

(20 Minutes)

58

Step 11.2.1.3 : • Get each group to present its report.• Get others to comment on the presentations.• Evaluate pupil performances.• Make a review highlighting the following.• In the ancient days king was the owner of lands.• State officers were given lands for their services to

the state instead of salaries.• Such lands were called ‘Nindagam’.• Those lands were cultivated by ordinary people.• People who cultivated those lands had to give a part

of the products of those lands to the king and thearistocrats as taxes.

• Adult males had to do compulsory service to thestate a certain number of days per year.

• It was called ‘Rajakariya’.• Changes took place in this system during the British

rule.

(20 Minutes)

Assessment and Evaluation

• Explains the basic characteristics of the Land Tenure system prevailed in theancient Kandyan Kingdom.

• Appreciates the good qualities of the Land Tenure System.• Tabulates the features of the land tenure system.• Works cooperatively in groups.• Develops leadership qualities.

59

Annexe 11.2.1.1

Annexe 11.2.1.2Characteristics of the Land Tenure System

• The king was the head of the state of the Kandyan Kingdom in Sri Lanka. Therewas a board of officers to assist the king including - Adikaramas, Disaves, RateRalas, Mohottalas, Koralas, Athukoralas and Muladanis. The King was the ownerof the lands. The lands of the Kandyan Kingdom could be categorized on thebasis of ownership and land tenure. Landas of the Royal Court were calledGabadagam. Lands given to the high rank officers like Adikaramas and Disaveswere called Nindagam. Cultivation of Gabadagam and Nindagam was entrustedto the ordinary people for the tenure of the land had to do a free service or pay atax in the form of a portion of the product of the land to the king and to thearistocrats who were the owners of the lands. They had to do a free service onpublic activities in their areas on a certain number of days per year. It was knownas compulsory service Rajakariya system.

Annexe 11.2.1.3

Activity Sheet

List out the characteristics of the Land Tenure System prevailed in the KandyanKingdom making use of the information given in the Information sheet.

60

Activity 11.2.2Comptency Level : Analyses the changes in the Society of Sri Lanka

caused by the British rule.

Activity : “Let us prepare a questionnaire on the nature of socioeconomic changes in Sri Lanka during theperiod 1929-1935”.

Time : 80 Minutes

Quality Inputs : • A board stating the names of Williem Colebrooke andCharles Cameron as given in Annexe 11.2.2.1.

• Information sheet as given in Annexe 11.2.2.2.• Activity sheet as given in Annexe 11.2.2.3.• The Text book.

Teaching-Learning Process :Step 11.2.2.1 : • Display the board given in Annexe 11.2.2.1.

• Ask question based on it, such as -* What are the names written on the board?* Who are they?* What do you know about the British Officers?

• Get responses from pupils and note down importantinformation on the blackboard.

• Conduct a discussion highlighting the following.• Governor Fredrick North abolished the Land

Tenure system and the Rajakariya system, it affected social and economic affairs of the country.

• Govenor Thomas Maitland reenforced theRajakariya system.

• William Colebrooke through his reforms abolishedthe Rajakariya system.

• It affected the social and economic affairs of thecountry.

(10 Minutes)

61

Step 11.2.2.2 : • Group the pupils in the class.• Give a copy of the Information sheet (Annexe 11.2.2.2)

to each group.• Give a copy of the Activity sheet (Annexe 11.2.2.3) to

each group.• Give instructions relevant to the Activity.• Get pupils involve in the activity in groups.• Observe their work and guide them when necessary.

(30 Minutes)

Step 11.2.2.2 : • Get each groups to present its report.• Get others to comment on the reports.• Evaluate pupil responses.• Make a review highlighting the following:

• Colebrooke reforms affected the socio-economicchanges in Sri Lanka during the British rule.

• The abolition of the Rajakariya system affectedchanging the pattern of the rural society.

• Socio economic changes took place in Sri Lanka asa result of European invasions.

• Foreign capital was drawn to the country due to thepolicy of selling lands to the foreign companies.

• Such activities formed a basis for the expansion ofplantation in this country.

(40 Minutes)

Assessment and Evaluation

• States the recommendations on constitutional reforms brought by Colebrooke.• Accepts that the Colebrooke Reforms brought changes in the socio-economic

pattern during the period 1832-34.• Tabulates Colebrooke recommendations as Social and Economic

recommendations.• Develops groups feeling by working in groups.• Develops leadership qualities.

62

Annexe 11.2.2.1

Williem ColebrookeCharles Hey Cameron

Annexe 11.2.2.2Information Sheet

Constitutional Evolution (1833-1978)Colebrooke Cameron Reforms

When the whole island came under the British rule, important steps on the gover-nance of the Country were taken since 1833. The basis for those steps was laidby recommendations for reforms made by Colebrooke-Cameron Commission.The main reason for appointing the Colebrooke-Cameron Commission was thatthe expenses of the Sri Lankan government has exceeded the government incomefrom the beginning of the British rule, and this has been criticised in the Britishparliament.

However, the subject field of this commission was not confined to the financialsector. Colebrooke who came to Sri Lanka in 1829, made recommendationsexamining the major fields of the governance, administration, income, governmentinstitutions and the Rajakariya system, whereas Cameron who came in 1830presented a report on the judicial system.

It is seen that the liberal political and economic policies of contemporary Britainhave greatly affected the recommendations of this commission. One major rec-ommendation of the Commission on the constitution and the administration of thecountry was to bring the upcountry areas under a unitary system of governmentwhich had been under two systems of government so far. So far, the island wasadministered under 16 administrative units. Since the government had to bearhigh expenses on this, it was recommended to reduce this number to have fiveadministrative provinces. The five provinces so recommended were the WesternProvince, Southern Province, Northern Province, Eastern Province and the Cen-tral Province with the five cities - Colombo, Galle, Jaffna, Trincomalee and Kandyas the centres of those provinces respectively.

63

Through this demarcation of Provinces some areas which were under the KandyanKingdom were joined with maritime provinces. The intention had been to breakthe unity of the Kandyan Kingdom. However, since Colebrooke’s demarcationof provinces proved to be a failure in the administration, changes in the demarca-tion of provinces took place from time to time and by the end of the 19th Centurythe British rulers had to do their administrative work under nine provinces.

Another important recommendation of the Commission was to establish a moreliberal constitution. Although there was an Advisory Council to assist the Gover-nor in ruling the maritime provinces, when taken as a whole the Governor hadunlimited powers regarding the rule of the island.To change this conditionColebrooke recommended to establish two Councils as the Legislative Counciland the Executive Council to assist the Governor.

Further, he made some recommendations to cut down government expenses.Accordingly, recommendations were made to do away with some departments toamalgamate some departments, to reduce the salaries of Civil Servants, to doaway with their pensions. to appoint Sri Lankans to the Civil Service. To compen-sate the loss of the Civil Servants caused by the reduction of their salaries andremoval of pensions, they were allowed to involve in private business like planta-tions. To enable Sri Lankans to enter the Civil Service, Cole brooke recom-mended to provide opportunities to have English education for Sri Lankans. Inaddition, he made a series of recommendations aiming at developing a new eco-nomic pattern in the country. In place of the state monopoloy on trade and othereconomic activities, he proposed to encourage private enterpreneurship and freetrade.

He also made some recommendations to encourage foreign investments. Revisionof custom duties and taxes, revision of laws that restricted selling lands are impor-tant among them. He also recommended to abolish the Rajakariya system toenable enterpreneurs to find labourers easily. He argued that the people wereoppressed through the Rajakariya system and it was not suitable for a free society.Colebrooke believed that the system of Gamsabhas prevailed during that timeshould be continued.

Cameron’s recommendation on the jidicial system was that the supreme courtshould be made the highest court in the island. He also recommended to haveDistrict Courts under the supervision of the Supreme Court. What he expectedwas to establish a judicial system in the island similar to that in England.

64

Based on the recommendations of Colebrooke the British government carried outa series of reforms. Establishment of Legislative Council and Executive Councilcan be regarded as a landmark in the constitutional evolution of Sri Lanka. Evenunder these recommendations, the final responsibility on administration and fi-nance was vested on the Governor. However, it could be said that the powers ofthe Governor came to be limited to a certain extent because of those newly estab-lished two Councils. The Legislative Council had 15 members, out of whom 9were government officers and the other 6 members were nominated by the Gov-ernor representing different ethnic groups. Out of those 6 non official members 3were nominated to represent Burghers, Sinhalese and Tamils. The ExecutiveCouncil consisted of 6 high officers in the Civil Service and the Military Service.

Annexe 11.2.2.3Activity Sheet

• You are assigned to prepare a series of questions and answers suitable todevelop knowledge on Colebrooke Reforms. Make use of the InformationSheet given in Annexe 11.2.2.2. for this.

• Prepare simple questions• Try to have short answers

65

Activity 11.2.3

Competency Level : Explains the economic and social changes in Sri Lankathat took place as a result of the expansion of plantations.

Activity : “Let us prepare an Information sheet about the expansionof the plantation sector in Sri Lanka”.

Time : 80 Minutes

Quality Inputs : • Pictures illustrating tea and rubber plantations as givenin annexe 11.2.3.1.

• Activity Sheet given in Annexe 11.2.3.2.• The Text book.

Teaching-Learning ProcessStep 11.2.3.1 : • Display the picture given in Annexe 11.2.3.1.

• Question on economic activities illustrated in the picture.• Conduct a discussion highlighting the following.

• The picture illustrates tea and rubber plantations whichare important crops in the economy of the country.

• Plantation spread during the British rule affected socialand economic changes in the country.

(07 Minutes)

Step 11.2.3.2 : • Group the pupils in the class.• Distribute the copies of the Activity sheet given in Annexe

11.2.3.2 among the groups.• Provide the Text book (Chapter 2) and other relevant source

books.• Get pupils involve in the Activity in groups.• Observe their work and guide them when needed.

(33 Minutes)

66

Step 11.2.3.3 : • Get groups to present the Information sheets they have completed.

• Evaluate their content and the presentation.• Make a review highlighting the following.

• After the reforms of the Colbrooke Commission recommendations, the economy of Sri Lanka changed into anew pattern.

• Coffee cultivation was started by the British.• By about 1840 coffee plantion had expanded in the up

country.• Under the Land Act No. 12 of 1840 more lands were

used for plantations.• Lands that were to be owned by upcountry people too

were sold to the foreigners for plantations.• In 1867 coffee plantation was destroyed as a result of a

fungus disease• By 1890 tea plantation had been developed.• Many factors influenced the development of tea

plantation.• Labourers were brought from South India to work in the

estates.• Rubber cultivation was introduced in the latter part of the

19th Century.• As a result of the development of tea and rubber planta

-tions import-export economy developed in the country.

(40 Minutes)

Assessment and Evaluation

• Explains how the plantations started in Sri Lanka under the British.• Accepts that the plantations contributed the economic development of Sri Lanka.• Prepares an Information sheet about the plantations in Sri Lanka.• Gains experiences in working in groups.• Listens to others.

67

Annexe 11.2.3.1

Picture

Annexe 11.2.3.2

Activity Sheet

You are assigned to prepare an Information sheet on the origin and theexpansion of plantations in Sri Lanka. Make use of chapter 2 in the TextBook and other relevant source books for it.

68

Activity 11.2.4

Competency Level : Analyses the changes in the economy of this country causedby plantations during the British rule.

Activity : Let us prepare a booklet about the traditionaleconomy of Sri Lanka.

Time : 80 Minutes

Quality Inputs : • Annexe 11.2.4.1 Questions to start the lesson.• Annexe 11.2.4.2 - Information Sheet.• Annexe 11.2.4.3 - Activity Sheet.• The Text book.

Teaching-Learning MethodologyStep 11.2.4.1 : • Direct the questions given in annexe 11.2.4.1 to the class.

• Write down the correct answers to those questions on theblackboard as given by pupils.

• Conduct a discussion highlighting the following :

• Agriculture which had been well developed in the earlydays decayed due to many factors eg. Foreign invasions, Destroying ancient irrigation schemes.

• With the arrival of Westerners, priority was given to commercial crops.

• With the expansion of plantations under the British, changesin the economy took place.

(10 Minutes)

Step 11.2.4.2 : • Group the pupils in the class.• Distribute Annexe 11.2.4.2 and the Text book to the groups.• Distribute the Activity sheet given in Annexe 11.2.4.3 to the

groups.• Get pupils involve in the activity in groups.

(30 Minutes)

69

Step 11.2.4.3 : • Get each group to present their reports.• Get others to comment on the reports.• Make a review highlighting the following.

• British rulers paid attention on plantations and did not payan interest on the traditional agriculture.

• When the Rajakariya system was abolished, traditionalagriculture was badly affected.

• State patronage was not received to the traditional agri-culture.

• When the lands were taken for plantations, villagers in theupcountry lost their lands.

• The loss of lands for agriculture became a cause for thestruggle in 1848.

• British ruelrs began to pay attention on the developmentof traditional agriculture by the end of the 19th Century.

• Governors like Henry Ward, Herculis, Robinson, WilliemGregory took measures for the development of tradi-tional agriculture.

(20 Minutes)

Assessment and Evaluation

• Explains the causes for the fall of traditional agriculture during the British rule.• Accepts that the arrival of Westerners caused the fall of the traditional agriculture

which had been well developed in the ancient days.• Prepares a table to illustrate the measures taken by the British Governors to

develop traditional agriculture.• Works cooperatively in groups.• Exhibits leadership qualities.

Annexe 11.2.4.1

Questions to start the lesson

• What were the causes for the deterioration of traditional agriculture in Sri Lanka?• What changes took place in agriculture with the arrival of the Westerners?

70

Annexe 11.2.4.2

Information Sheet

Traditional Agriculture during the British rule

When the British paid attention on plantations, traditional agriculture in SriLanka deteriorated. Traditional agriculture did not get state patronage. Landscultivated by traditional farmers were gradually taken for the plantation sector.Most of the people in the upcountry lost their lands. One cause for the struggleagainst the British in 1848 was the neglegence of the traditional agriculture.British rulers who understood this situation paid attention on the developmentof rural agriculture since the latter part of the 19th century. Governor SirHenry Ward started work on reconstruction of ancient irrigation schemes duringthe period 1855-1860. Irrigation committees were established and tradi-tional laws on the maintenance of irrigation work were implemented. Duringthe time of Governor Herculis Robinson too (1865-1872) attention was paidon irrigation activities. British rulers paid their attention on ancient irrigationschemes in the Rajarata area during the period 1872-1877. Reconstructionof tank bunds was done by farmers under the Gansabha laws and the sluiceand the spill of the tank were constructed by the government. Governor WestRidgeway established the Department of Irrigation in 1900 A.D. and contrib-uted in the development of traditional agriculture. So, the work on the devel-opment of traditional agriculture too affected the socio-economic changesduring the British rule.

Annexe 11.2.4.3

Activity Sheet

You are assigned to prepare a booklet containing questions and answers rel-evant to the traditional agriculture in Sri Lanka. Prepare questions on thefollowing sub topics.

• The situation of traditional agriculture before starting plantations.• The situation of traditional agriculture after starting plantations.• Measures taken by British rulers to develop rural agriculture.

71

Activity 11.2.5

Competency Level : Analyses the changes that took place in the society as aresult of the British rule.

Activity : “Let us study about the Middle Class”.

Time : 80 Minutes

Quality Inputs : • Annexe 11.2.5.1 - Paragraph on Starting the lesson.• Annexe 11.2.5.2 - Activity sheet.• The Text book.

Teaching-Learning ProcessStep 11.2.5.1 : • Display the paragraph on starting the lesson given in Annexe

11.2.5.1 in the class.• Get pupils to observe it.• Ask few questions based on it.

eg. 1. What do you mean by the Middle class?2. How do they earn money.3. What was the service gained by them.

• Conduct a discussion baring on the pupils’ responses to thequestions, highlighting the following.

• A middle class arose in the society in the 19th century.• They got the leadership in persistent agitations for consti

-tutional reforms.• Most of them were businessmen.

(10 Minutes)

Step 11.2.5.2 : • Group the pupils appropriately.• Distribute the Activity Sheet given in Annexe 11.2.5.2 to the

groups.• Give necessary instructions on the activity.• Get pupils to do the activity in groups.

(30 Minutes)

72

Step 11.2.5.3 : • Get each group to present the report.• Get others to comment on the presentations.• Appreciate pupils’ activities.• Get pupils to note down important information.• Make a review highlighting the following :

• As a result of the English education a social class devel-oped who respected the European culture.

• As a result, the national culture faced problems.• A new social class of rich people developed.• The new social class had wealth and education but did

not have political power.• The new social class (the Middle Class) contributed the

socio economic changes in Sri Lanka.(60 Minutes)

Assessment and Evaluation• Explains the development of the middle class in Sri Lanka.• Accepts that the Middle class got the leadership in the agitations on

constitutional reforms.• Prepares a list of the leaders who contributed constitutional reforms.• Works with a group feeling.• Develops personality characteristics.

Annexe 11.2.5.1

A paragraph for starting the lesson

The middle class developed in the society of Sri Lanka with the expansion ofthe English education in the 19th Century. They were rich people who earnedmoney from plantations and business connected with that. Since the middle ofthe 19th century they joined the agitations on constitutional reforms.

73

Annexe 11.2.5.2

Activity SheetYou are assigned to compile in an order important points relevant to a speechto be delivered in the school literary association on the topic “The MiddleClass in Sri Lanka”. Make use of the text book and other relevant sourcematerial. The speech should be planned on the following sub topics.

• The origin of the Middle class.• Its development.• Economical and educational standard.• Service rendered.

* Select one pupil in the group to present the speech.

74

Activity 11.2.6

Competency Level : Analyses the changes in the economy of Sri Lanka thattook place as a result of the British rule.

Activity : “Let us study about the Labour Class”.

Time : 80 Minutes

Quality Inputs : • Annexe 11.2.6.1 - The picture for starting the lesson.• Annexe 11.2.6.2 - Information sheet.• Annexe 11.2.6.3 - Activity Sheet.• The Text book.

Teaching-Learning ProcessStep 11.2.6.1 : • Display the picture given in Annexe 11.2.6.1.

• Ask questions from pupils about the picture.• Conduct a discussion highlighting the following :

• Labour movement started in Sri Lanka during the Britishrule.

• Along with the introduction of plantations, the system ofpaying the labour started.

• They got the leadership in persistent agitations for consti-tutional reforms.

(07 Minutes)

Step 11.2.6.2 : • Group the pupils in the class.• Distribute the Information sheet - Annexe 11.2.6.2 to the

groups.• Distribute Activity sheets - Annexe 11.2.6.3 to the groups.• Distribute the text books to the groups.• Explain the activity in brief.• Get pupils involve in the activity.

(30 Minutes)

75

Step 11.2.6.3 : • Get each group to present the groups report.• Get pupils to note down important points.• Make a review highlighting the following.

• Labourers were needed in large numbers to work in theplantations started by the British.

• Trade unions were organized to win labour rights.• Mr. A.E. Gunasinghe was a prominent leader of the labour

movement.• Mr. A.E. Gunasinghe formed the Ceylon Labour Party

and faught for labour rights.• Since 1935 Trade Unions were started in the Up Country

estates and worked to win labour rights.

(40 Minutes)Assessment and Evaluation

• Explains how the Labour Class developed in Sri Lanka.• Accepts that the Trade Unions worked to win labour rights.• Prepares an article about the leaders of the labour movements.• Involves in the activity with a group feeling.• Presents the facts collected, to the others in the class.

Annexe 11.2.6.1

76

Annexe 11.2.6.2

Information Sheet

Mr. A.E. Gunasinghe (1891-1964)

Mr. Alexander Ekanayake Gunasinghe who is known as the father of thelabour movement in Sri Lanka was born in 1891 A.D. He had his education atDharmaraja College, Kandy. He had a feeling on Nationality from his child-hood. He was employed in the Clerical Service and resigned from it andjoined Social Service. As many other Sinhala leaders of that time, he joinedthe non-alcoholic movement. He was one of the leaders who were taken tocustody due to the national struggle of 1915. Thus he joined politics andorganised laboureres who were oppressed without getting any rights from therulers and enterpreneurs. He started the Ceylon Labour Organization in 1923.It was the first Labour Organization in Sri Lanka. Under this organization heled several labour strikes in order to win labour rights. Among those strikesthe strike of the labour workers in 1927 and the strike of the tramp car work-ers of the Colombo City who were under a European company in 1929 wereimportant. It was a victory gained by the labourers and was an opportunity toshow their power. He made labourers to understand through those strikesthat they can win their rights even from European employers by organisingstrongly and involving in strikes.

He also started an agitation against getting down Indian labourers to this countryto work in the estates and for other services and also to send back the labourerswho had already been brought. The aim of this agitation was to solve theunemployment problem of the people of Sri Lanka. As a result of this agita-tion, bringing Indian labourers to Sri Lanka was limited to a certain extent.

77

In the meantime he establighed the Ceylon Labour Party. It was the onlypolitical party that was there in the country for labourers at that time. Mr. A.E.Gunasinghe who gave evidence at the Donoughmore Commission in 1928,was the only political leader who demanded universal franchise. He waselected to the State Council in 1931 as the Member for Colombo Central. Inthe meantime he also worked as the Mayor of Colombo. He who entered thefirst Parliament in 1947 from Colombo Central worked as a Minister too.Later on he served as an Ambassador for sometime.

When the leftist Labour movement and Trade Unions developed, the popu-larity of Mr. Gunasinghe among labourers deteriorated. However, he did agood service as the founder of labour movement. Mr. A.E. Gunasinghe passedaway in 1964.

Annexe 11.2.7.3

Activity Sheet

• You are assigned to prepare an article to be published in a newspaper on theLabour Movement in Sri Lanka.

• In preparing the article include information on -* The origin of the Labour Movement.* The development of the Labour Movement.* Activities of the Labour Movement.

• Make use of the text book and other relevant books in preparing the article.

78

Activity 11.2.7

Competency Level : Analyses the social and economic changes that took placein Sri Lanka as a result of the British Rule.

Activity : “Let us identify the leaders of the National Movementin Sri Lanka.”.

Time : 80 Minutes

Quality Inputs : • Annexe 11.2.7.1 - Photograph of three national leaders.• Annexe 11.2.7.2 - Information Sheet

Activity sheet.• The Text book.• Other relevant source material.

Teaching-Learning ProcessStep 11.2.7.1 : • Display the pictures given in Annexe 11.2.7.1 in the class.

• Ask questions from pupils as follows :* Who are the people illustrated in the picture?* Name other such people.* Why are those people important?

• Conduct a discussion highlighting the following:• There were many leaders in the national movement of

Sri Lanka.• Anagarika Dharmapala, Sri Arumugam Navalar, Mr. Siddi

Lebbe, Mr. Ponnambalam Ramanadan,Mr. F.R. Senanayake, Sir. D.B. Jayatilake,Mr. D.S. Senanayake, Mr. E.L. Perera,Mr. A.E. Gunasinghe, Mr. S.W.R.D. Bandaranayakewere among them.

(10 Minutes)

Step 11.2.7.2 : • Group the pupils in the class.• Distribute the copies of the Information sheet. Annexe

11.2.7.2 so that each groups would get one copy.• Distribute the copies of the Activity Sheet

(Annexe 11.2.7.3) so that each groups wouldget one copy.

79

• Explain the activity in brief.• Get pupils involve in the activity in groups.• Observe their work and give directions when necessary.

(30 Minutes)

Step 11.2.7.3 : • Get each group to present the report.• Identify the strengths and weaknesses.• Get pupils note down important information.• Make a review highlighting the following :

• Middle class who had their education in NationalLanguages and the Middle class who had EnglishEducation joined the National movement.

• They organised with the aim of getting political powerand to win religious and cultural rights.

• They attempted to join the governance of the countrythrough constitutional reforms.

• By establishing organisations such as Non-alcoholicmovement, Ceylon National Congress, CeylonLabour Party, they attempted to reach the targets.

• Some of the leaders of the National movement weretaken to custody in 1919.

• Through the allegations of the National movement theywere able to get constitutional reforms during theperiod 1924-1931.

• There were disputes among Sinhala and Tamil lead-ers in getting seats in the Legislative Council.

(40 Minutes)

Assessment and Evaluation• Names the leaders involved in the National Movement.• Appreciates their service in getting independence to Sri Lanka.• Reports information on National leaders.• Works cooperatively in groups.• Makes use of the characteristic features of the national leaders in personality development.

80

Annex 11.2.7.1

Anagarika Dharmapala Sir Ponnambalam M.C. Sidde LebbeRamanadan

Annexe 11.2.7.2

Information Sheet

Middle class people who had educated in National Languages launchedseveral movements for the reawakening of the national culture and religions.English educated middle class made agitations to gain constitutional reforms.English and Sinhala Newspapers and magazines started in the latter part of the19th century enlightened this movement.

Under the Maccalum Reforms in 1910, the first representative whogot elected to the Legislative Council through the votes of the educated SriLankans was Mr. Ponnambalam Ramanadan. People educated in NationalLanguages who were in the Non-alcoholic movement which had been startedby this time, as well as the English educated middle class joined the NationalMovement. At the Sinhala-Muslim struggle of 1915, some leaders of theNational Movement were taken to custody.

81

Mr. D.S. Senanayake

He was born in October 1884, at the village called Botale close to Meerigama.At a time when the British rulers had neglected indegenous agriculture andirrigation schemes, it was he who provided guidance in producing food throughcolonisation schemes. He was among the leaders of the Non-alcholic move-ment who rose against the decision of the government to open liquor shops allover the island in 1912. He was taken to custody along with the other leadersof the Non-alcholic movement at the Sinhala-Muslim struggle of 1915. Realisingthe troubles that he had to undergo at the prison and the injustices done to thenation by the foreign rulers, he joined the Ceylon National Congress and tookleadership in the struggle for independence. In 1924, he was elected to theLegislative Council as the Member for Negombo district. In 1931, under theDonoughmore Constitution he became the Minister of Agriculture in the Ex-ecutive Committee of Agriculture in the State Council. When he was theMinister of Agriculture, he could get the Land Act of the British abolished andpass a new Land Development Act. Under the new Constitution proposedby the Soulbury Commission, Mr. D.S. Senanayake formed the United Na-tional Party and contesting the Parliamentary general election and by winningthe election became the first Prime Minister of Sri Lanka. The Indian Citizen-ship Act 1948 and the Galoya Colonisation Scheme were two of his impor-tant services.

Mr. F.R. Senanayake

Mr. Fredrick Richard Senanayake was born in 1882 at the village called Botaleclose to Meerigama. He had his education in Britain and worked as a lawyerfor sometime. Since he did not like to work as a lawyer, he resigned from itand entered the social service. When the British rulers started to open liquorshops all over the island in 1912, Mr. F.R. Senanayake started the Non-alcholic movement and worked against the British policy of opening liquorshops. During the national struggle of 1915, the leaders of the Non-alcholicmovement including Mr. F.R. Senanayake were taken to custody. Havingexperienced the injustices of the British rulers, he spent his wealth, time andlabour on the campaign to release the country from the British rule and gainindependence. It was he who spent money for the group of leaders to go toBritain and report to the British government about the Sinhala Muslim strugglein 1915 and how the British rulers in Sri Lanka acted on that incident.

82

Sir. D.B. Jayatilake (1868-1914)

Sir Don Baron Jayatilake was born on 13th February 1868 at Waragoda-Kelaniya. Mr. John Daniel Jayatilake was his father. Sir. D.B. Jayatilake asan educated person did a great service to the Sinhala language, as a patriotdid a great service to the nation and as a Buddhist devotee did a great serviceto Buddhism.

Since there was a practice among the middle class families to send theirchildren to Christian schools, young Jayatilake too was sent to the Christianschool in the village. However, since his parents were Buddhist devotees, hewas sent to Peliyagoda Vidyalankara Pirivena to learn Buddhism and Easternlanguages. There he learnt Buddhism from Ven. Sri Dhammarama ofRathmalana, the founder of Vidyalankara Pirivena. Later on he joined WesleyCollege in Colombo and learnt Western languages.

He was attracted by the reawakening of Buddhist education under SirHenry Olcott, and at athe age of 22 he became the principal of DharmarajaCollege Kandy and later the principal of Ananda College, Colombo. Whenhe was working as the principal of Ananda College, he called up young Bud-dhists and formed the Young Mens’ Buddhist Association. (YMBA) in 1898with the intention of upholding Buddhism and the Buddhist culture. He heldthe post of the chairman of the Y.M.B.A. from its inception to his death.

In 1910 he resigned from the post of the principal of Ananda College andwent to England for higher educaion and got the M.A. degree from the Ox-ford University. He also passed the barristors’ examination in England.

Mr. Jayatilake returned to the country and worked as a lawyer for some-time. Having resigned from it, he spent his full time on social service. Hejoined the non-alcholic movement and along with its other leaders was takento custody. When he got released from prison he went to Britain with SriPonnambalam Ramanadan and Mr. E.W. Perera to report to the British gov-ernment about the injustices of the British rulers in Sri Lanka. After that too hewent to Britain with other representatives of the Ceylon National Congressand in those representative groups he served as the secretary.

83

In 1824 he got elected to the Legislative Council and after the death of SirJames Peiris, he became the Vice Chairman of the Legislative Council. Heworked with close relations with Mr. D.S. Senanayake when theDonoughmore Constitution came to be implemented in 1931 he held the postof the Leader of the Council. By this time he had been accepted as thepolitical leader of the people of Sri Lanka. Discussions with the British gov-ernment for Constitutional Reforms were done under his leadership.

Along with his career in politics, he got involved in Buddhist activities aswell as in academic activities. He did a great service to the Sinhala literatureby editing ancient Sinhala literature books. Together with the famous scholarWilhelm Geiger Sir. D.B. Jayatilake started to compile a Sinhala dictionary.

Since he had to resign from politics in 1942, he was appointed as theAmbassedor of Sri Lanka in India. In 1944 he got sick and while returningfrom India to his motherland passed away.

Mr. E.W. Perera (1875-1953)

Mr. E.W. Perera who got the panegyric title as ‘the lion of Kotte’ wasborn on 12th December 1875. Famous lawyer Mr. E.S. Perera was hisfather. Their home place was Kotte. He studied at the Royal College, Co-lombo. He entered the Law College and passed out as a lawyer.

Since he did not like to serve as a lawyer, he joined the social service fromhis young age. He was a critic and had the habit of reading. He studiedHistory and the Sinhala culture.

At the struggle that took place in 1915 many Sinhala people were op-pressed by the British rulers. Some leaders were taken to custody and somewere shot dead. To discuss the measure that were to be taken on this hecalled some leaders to his house. According to the decisions taken at thisdiscussion Mr. E.W. Perera along with Sir Ponnambalam Ramanadan and Sir.D.B. Jayatilake went to England to report to the British government about theinjustice of the British rulers in Sri Lanka. Mr. E.W. Perera hid the petitionthat they carried inside the heel of his shoe. Mr. E.W. Perera made Parlia-mentary Members of England to question in the British Parliament about theinjustices of the British rulers in Sri Lanka.

84

He got elected to the legislative Council as the representative of the ‘B’ areapf the Western Province. He was appointed as the Chairman of the CeylonNational Congress in 1926. He worked as the leader of the group whorepresented the Ceylon National Congress in giving evidence in presence ofthe Donomoughmore Commission. He argued to get Universal franchise tothe Sri Lankans.

He got elected to the first State Council in 1931 from Horana. He madeagitation to have further reforms. When he was defeated at the election in1936 from Horana and later from Kelaniya, he resigned from politics. Lateron he got involved in academic activities and passed away in 1953.

He gets the honour of finding the National Flag of Sri Lanka in Englandwhich had been taken there is 1815.

Annexe 11.2.7.3

Activity Sheet

You are assigned to prepare an Information sheet relevant to the leaderswho got involved in the National Movement. Collect information on the fol-lowing :

• The name• Activities performed relevant to the National Movement• Rights won• Contribution in gaining Independence.

85

Activity 11.2.8

Competency Level : Examines the religious and cultural awakening inSri Lanka during the British rule.

Activity : “Let us study the religious awakening during theBritish rule”.

Time : 80 Minutes

Quality Inputs : • Annexe 11.2.8.1• Annexe 11.2.8.2 - Activity Sheet.• The text book.• Other relevant books.

Teaching-Learning processStep 11.2.8.1 : • Display the Annexe 11.2.8.1 to the class.

• Get pupils to observe it.• Inquire about the people who are connected with

the establishment/commencement of the institutions men-tioned in it.

• Evaluate pupil responses and conduct a discussion high-lighting the following :

• During the British rule Buddhist, Hindu andIslam religious leaders worked with dedication forthe religious and cultural re-awakening.

• As a result of this religious and culturalre-awakening Pirivenas, Schools, Newspapersand religious institutions were started.

(10 Minutes)

Step 11.2.8.2 : • Group the pupils in the class.• Distribute the Activity Sheet given in Annexe 11.2.8.2 to the

groups.• Get pupils to do the activity in groups.

(30 Minutes)

86

Step 11.2.8.3 : • Get each group to present the group report.• Identify pupil strengths and weaknesses.• Evaluate pupil responses.• Make a review providing feedback and highlighting the

following :

• Christian missionary activities became a threat toBuddhists, Hindus and Islamics.

• Because of this, Sinhala, Hindu and Muslim peoplestarted religious compaigns.

• Sir Henry Steel Olcott took several measures for thedevelopment of Buddhist campaigns.

• He started Buddhist Thesophical Society.• He did a service on starting Sunday religious schools and

to make Poya day a holiday.• He started Buddhist schools.• Anagarika Dharmapala started Mahabodhi Society.• Newspapers and magazines started during this time helped

religious awakening.• Arumuga Navalar started the first Hindu school in Jaffna.• Sir Ponnambalam Ramanadan established distributions

called Shaiva Administrative Councils.• Mr. Siddi Lebbe started Zahira College in Colombo.

(20 Minutes)

Assessment and Evaluation

• Names the national leaders who worked for sthe religious and cultural reawakeningduring the British period.

• Accepts that the national leaders who worked for the religious and culturalreawakening did a great service.

• Collects information about leaders who worked for the religious and cultural reawakening.• Works cooperatively in groups.• Adjusts life in contributing for the well being of the society.

87

Annexe 11.2.8.1

• Vidyodaya Pirivena of Maligakanda.• Vidyalankara Pirivena of Peliyagoda.• Ananda College of Colombo.• Dharmaraja College at Kandy.• Mahinda College at Galle.• ‘Sarasavi Sandaresa’ newspaper.• ‘Lanka Lokaya’ newspaper.• Mahabodhi Society.• Hindu College at Jaffna.• Zahira College at Colombo.

Annexe 11.2.8.2

Activity Sheet

You are assigned to write an article on the topic “Religious and CulturalReawakening during the British rule” suitable for a wall newspaper. Pay atten-tion on the following people and their services.

Buddhist Leaders :1. Sir Henry Olcott2. Anagarika Dharmapala3. Ven. Hikkaduwe Sri Sumangala4. Ven. Rathmalane Dhammaloka5. Ven. Migettuwatte Gunananda

Hindu Leaders :1. Arumuga Navalar2. Sir Ponnambalam Ramanadan

Islamic Leaders :1. Mr. M.C. Siddi Lebbe

88

11.3 Rise of Asian countries in the twentieth century

12 Periods

Introduction

It is expected from this lesson unit to study the historical background for the rise of India,Japan and the Republic of China as three powerful states in the present world. It is importantfor us to understand the victories of these countries since Sri Lanka continues to have closerelations with those powerful states in the political, economic and cultural fields.

India is a large country divided into many regions with people speaking more than hundredlanguages and having a cultural variety. Hence it is not easy to unite India as a unitary state.

Although kings like Maha Padmanada, Chandraguptha, Mourya, Samudraguptha, NarshaWadhana, AlaUddeen, Khelji, Akbar attempted to unite India as a unitary state, none of themwas able to unite the whole country. It is only the British who could have a unitary rule in India.But when India got independence, it became a Federal state.

Japan had been a Monarchy from the early days. During the rule of Nokugava, ShogunLineage at one stage Japan adopted an open policy, but when the feature of the westernculture began to spread Japan turned back to a closed policy. Whether they adopted an openpolicy or a closed policy during the period of Nokugava Shagun, Japan developed economically.But the development of Japan was not at a satisfactory level when compared with the fastdeveloping western world. Hence during the period of “Meiji” reforms. Japan adopted anopen policy towards the Western world. During the period of “Meiji” reforms the economy ofJapan developed highly and by the time of the second world war Japan was at an equalstandard with western powers. The Second world war did a big damage to Japan. Howeverafter the second world war Japan achieved an unbelievable development and in the modernworld has become a great power. In the present day Japan there is parliamentary democracy,but resembling the monarchy, the post of the Emperor still continues as the nominal head of thestate.

China has a history of more than 4000 years and the historical evolution of China is quitedifferent from that of other countries. By about 2000BC China was ruled by a dynasty ofkings. During the times of powerful kings, the Chinese empire had spread over china and evenoutside China, and the ruling power was centred around the Emperor. During the times of theweak kings, regional rulers became independent from the Emperor. Man Chu Lineage was thelast Lineage of kings in China who got the influences of the Western powers. However, China

89

never became a colony of Western rulers. The communist party organized under Mao TseThung established the people’s Republic of China in 1949.

India, Japan and China though have gained different results in their historical evolutions,these countries have become economically powerful states in Asia

Competency : Takes examples from how Asian countries developed

Competency levels : • Speaks in pride how Indians worked to protect theindependence of the country.

• Explains how China developed by working according to aplan.

• Explains how Japan developed as a world power.

Subject Content11.3 The rise of Asian countries in the 20th centuary

11.3.1 India- The origin of the national movement, 1857 rebellion- Rebellion that took place before that – 1806, 1844, 1850, 1852- Factors affected Sipoi rebellion of 1857 – Military, political, religious

and social factors.- Leaders of the rebellion – Nana Saheeb, Kanthiya Kopi, Lasemi Bai- Reasons for the failure of the rebellion- Results of the rebellion : The areas of India that were uder the British

East India Company came under the Crown. ( 1858 Act)- Nationalism- Compromise between the extremists and impartialists

Mahathma Gandhi

- Measures taken against the south African government- Victories gained through nonviolent campaigns- Non Violent campaigns 1920 – 22- Boycotting courts, Legislative councils, educational institutions, British

goods- Motivating leaders to reject Honorary titles and posts awarded by

British.- Other anti British non violent activities of Mahathma Gandhi -

Boycotting Siman Commission

90

Partition of India- Indian Act of 1985 and the Pakistan Movement- Mahammed Al Jinnah and his functions- Crips Massenger service- Gandhi’s movement on “ Quit India”- Subhas Chandrabos and Indian national army- Independence of India and the rise of Pakistan

(References)1. Indian History - Volume II - Sinha and Banargy - Department of

Educational publications2. World History – B.V. Rao

11.3.2 Japan• Tokugava Age

- Tokugava Shogun dynasty who ruled Japan for about 700 yearsadopting a closed policy since the beginning of the 17th century.

- Failure of the attempts of the Europeans to change the closed policyof Japan on Trade during the period from 17th century to 19th century.

- U.S.A. the pioneers of Far East trade needed port facilities in Japan .Japanese ports had facilities for American steam ships )

- Commander Pierrys’ fleet of steam ships and armed boats came tothe Edo ( Tokyo) harbour and notified their needs to the rulers.

• The request of the Americans1. To Safeguard damaged American Ships and to protect sailors.2. Supplying fuel to trade ships3. Repair ships4. To give permission for trade

- There had been no response from Japanese rulers to the Americanrequest till the arrival of American Consul General Harris Town send.Fact pointed out by Harris to Town send1. Since China did not give their consent for trade to the Europeans,

Europeans countries including Britain invaded China.2. Lack of peaceful environment in China3. If the Japanease agree with the requests, there will be peaceful

trade between the two countries.- According to the agreement between Harris Town send and Japan,

Americans get facilities for trade in few parts.- After that other European countries too demanded for trade facilities

from Japan.

91

• Meiji Reforms- It was a landsmark in the history of Japan- Putting down the power of Shogun dynasty- Emperor Munsihito took over all powers to him and started the function

of modernization of Japan.- Western system of politics with minor changes was introduced.- Ecoomic policy

1. Abolishing feudal system2. Giving priority to industrialization.3. Educational reforms

- Reformation of security forces in Japan- Japanease Imperialism and factors that affected it.- Japan becoming a world power after the 1st world war.- Japan had been developed in all aspects by the time when the 2nd

world war started.- Japan, Germany and Italy made an alliance and became one party of

the 2nd world war.- At the 2nd world war Japan attacked the Pearl Harbour- At the war Japan was defeated- Hiroshima and Nagasaki were destroyed. Japan faced a great loss.- However, Japan rose again under Marshal law.

11.3.2 China• Major stages of the Chinese Revolution

- When Manchu dynasty was expelled from power there had been adesperate period.

- Military leaders became powerful- Knvominthan Organization of Dr. Sun – Yuth Seng- This organization got the support of Soviet Russia- The organisation got the power of Canton- Major characteristics of canton government

* Sun – Yuth San philosopy* The death of Su – Yuth San* Temporary defeat of Kuvominthans* Capture of Beijing by Kuvominthans* Nationalist forces of Chiang Kaishek capturing Nanking area* Functions of nationalists communalists* The defeat of the communalists

- The failure of Kuvominthans

92

* Tactics of Mao Tsetung for the revolution* Long walking* Japanease war

• China during the 2nd world war- Background for the civil war- Rise of peoples’ China- Constitution of 1945- Characteristics of the communist Revolution : Democratic dictatorship- Economic plan, Aims and expectations- Agriculture Revolution

• Cultural Revolutions- Results of the cultural Revolution- Social changes

• Foreign relations* United States of Amarica* Republic of Soviet Russia

- Rise of National China ( Thaivan)- The period of Mao Tsetung

93

Activity 11.3.1

Competency Level : Speaks in pride of how Indians worked to protect theindependence of the country.

Activity : “Let us analyse the victories of Indian leaders during the period ofthe National movement “

Time : 80 minutes

Quality Inputs : • Annexe 11.3.1.1 - The picture and the article on the topic“ Commemorates the first war against the British Colonialismin India”

• Annexe 11.3.1.2 Activity sheet• The text book• Other relevant source books

Teaching Learning ProcessStep 11.3.1.1 : • Present Annexe 11.3.1.1 to the class and write the date

26.01.1950 on the black board• Conduct a discussion asking questions based on the picture,

the date written on the board and the information on theNational movement in India to win independence highlightingthe following

• India got dominion status on 15th august 1947, andindependence on 26th January 1950

• When India came under the rule of the British East IndiaCompany, there were riots against the rule of the companyfrom time to time.

• The riot that took place in 1857 was the most serious riot.• After the riot in 1857 the areas that were under the control

of the trade Company came under the British Crown.• After the riot in 1857, the desire to gain independence

developed among Indians• A National Movement developed in India to gain

independence not through an armed struggle but thoughdiscussions

94

• The National Movement had two sections – Extremistsand the Non violent group

• When the National Movement became strong the Britishfollowed a strategy of ‘Division and Rule’

10 minutes

Step 11.3.1.2 : • Group the pupils in the class into three• Give one Activity sheet given in Annexe 11.3.1.2 to each group• Distribute relevant source material to the groups• Inform pupils that they are evaluated at group work and each

pupil is given a mark• Get pupils involve in the activities in groups• Give necessary guidance to the pupils, by observing their work.

30 minutes

Step 11.3.1.2 : • Get each group to do a presentation to the class by displayingwhat they have produced in the group.

• Identify the strengths and weaknesses of their presentations• Get pupils to note down important facts• Make a review highlighting the following

• When India came under the rule of the British East IndiaCompany there had been riots against them from time totime.

• There was an armed struggle against the British in 1857• The causes of the struggle can be categorized as political,

economical, social and military• After the riot in 1857, India was brought under the British

Crown.• After the struggle in 1857, the desire to gain independence

developed among Indians• Armed struggle took place in various parts of India to

gain independence.• A national Movement developed in India to gain

independence not through non violent measures.• In 1876 Surendra Banarji started the “ Indian

Organization” in Culcutta

95

• “Indian National Unity” was started by Allen OctavianHume

• In 1885 “ Indian National Congress” was started.• The Indian National movement was divided in to two

groups as – extremists and the non violent group.• People like Dadabhai Nambaroji, Suwendranath Banerji,

Gopal Krishna Gokhale were the leaders of the non violentmovement

• The non violent group got various victories throughdiscussions, but failed at some demands

• When the non violent group failed to gain certain demands,a militant national movement developed

• In 1907 the National congress was divided into two groupsand leaders like Bal Gongedhar Thilak Bin Chandralal andLal Lajjanvai took the leadership of the militant nationalmovement.

30 minutes

Assessment and Evaluation

• Explains the factors that led to the Indian National Movement• Appreciates the measures taken by the leaders of the National Congress to gain

political independence• Prepares an information sheet about the Indian National Movement• Works cooperatively in group activities.• Compiles information on the National movement of India and presents to the class

96

Annexe 11.3.1.1Commemorates “the first war” against the British Colonialism in India

An anniversary procession was held from Meerun in East India to New Delhi commemorating the rebellionagainst the British colonialists that took place in 1857 about 150 years back.

The rebellion in 1857 was the first struggle that took place during the period of the British ruleconducted by the East Indian military force against the British rule. It is regarded as the first war againstimperialists. Those Indian militants walked up to New Delhi uttering slogans against colonialism andthreatening the British.

Accompanied by drummers and horsemen more than 10000 young Indians starting from the city ofMeerun in East India walked up to New Delhi

Those young people before starting their journey paid homage by putting, garlands to the seniorcitizens of age 80 – 90 who had been imprisoned by the British rulers since they had become a threat to theBritish.

This situation was used as a stage in developing the religious unity of the country. Friendly relationsthat prevailed in India among Hindus and Muslims had been damaged by the British who followed thepolicy of ‘divide and rule’.

Young Indians representing all the regions of India participated in this procession. 19 year old Renuwas one of them. Making a speech she said that the Indians should get the blessing of those seniorcitizens and the militants who carried out the rebellion in 1857. She further said that we should respect andfollow the feelings and dedications of those heroes, and thereby India can become the world powerovergoing America and Britain. Gujarath Sing who came from Kashmeer said that those heroes shed theirblood to gain our independence and what we can do is to shed sweat on their name.

The rise of the feelings of nationality and the unity of India consisting of multi racial, multi religiousand multi language population is an important feature.

97

Annexe 11.3.1.2

Activity Sheets

Activity Sheet for group 01

You are assigned to compose an information sheet for a wall newspaper on the topic : “Historicalbackground of the struggle for independence in India”

Compile those information under the following sub topics :1. Factors led to the rebellion in 1857 against the rule of the British East India Company2. Results of the 1857 rebellion3. How the policies adopted by the British in India affected the development of nationality

among Indians.In compiling this information sheet make use of the text book and other relevant sources. Getthe assistance of the teacher when necessary. Prepare the information sheet clearly and presentit to the class.

Activity sheet for group II

You are assigned to compose an information sheet for a wall newspaper on the topic“ The origin of the movement on gaining independence to India and victories of the non violentgroup of the National movement”.

Compile the information under the following sub topics :1. Organizations developed to gain Independence of India and the leaders of those

organizations2. Measures taken by those organizations to gain independence.3. Demands of the non violent group of the National movement4. Reasons for the failure of the non violent group of the national movement

In compiling this information sheet make use of the text book and other relevant sources. Getthe assistance of the teacher when necessary. Prepare the information sheet clearly and preventit to the class.

98

Activity sheet for Group III

You are assigned to compose an information sheet for a wall news paper on the topic :“ Functions of the militant leaders of the National Movement to gain independence of India andtheir victories”

Compile those information under the following sub topics :1. Factors led to the rise of the militant nationality movement2. Militant leaders and information about them in short3. Aims strategies and victories of the militant leaders

In composing this information sheet make use of the text book and other relevant sources. Getthe assistance of the teacher when necessary. Prepare the information sheet clearly and presentit to the class.

99

Activity 11.3.2

Competency Level : Speaks in pride how Indians worked to protect the independenceof the country.

Activity : “Let us examine how Mahathma Gandhi contributed in gainingindependence of India”

Time : 80 minutes

Quality Inputs : • Annexe 11.3.2.1 – A picture of Mahathma Gandhi• Annexe 11.3.2.2 – Activity Sheets• Source books

1. The text book2. Descriptive History of India – Volume III (R.D.

Majumdar and Rai Chaudri)

Teaching Learning ProcessStep 11.3.2.1 : • Inquire on the pupils knowledge on the functions of leaders of

the Indian National Movement• Present the picture illustrating Mahathma gandi given in Annexe

11.3.2.1• Ask questions based on the picture and develop a discussion

about the service of Mahathama Gandhi in the nationalMovement of India

• Highlight the following in this discussion

• Mahathma Gandhi as the pioneer of the struggle forindependence

• Development of nationality among Indians by MahathmaGandhi

• Inculcation of the principles of non violence and truthfulnessamong Indians by Mahathma Gandhi

10 Minutes

Step 11.3.2.2 : • Group the pupils in the class• Distribute the Activity Sheets among the groups (Annexe

11.3.2.2)• Distribute source material among the groups• Get pupils involve in the activities

100

• Inform pupils that each pupil will be evaluated• Observe the pupils working in groups and give instructions

when necessary.15 minutes

Step 11.3.2.3 : • Get each group to present the information sheets to the class• Give instructions to correct the mistakes in them if there are

any.• Give instructions to note the important facts• Make a review highlighting the following

• Mahathma Gandhi was born on 02.10.1869 at Gujarat inIndia

• He had his education in England and became a barristerand served as a barrister in South Africa.

• He came to India in 1915 and joined the NationalMovement against the British

• Started a campaign of strikes with the assistance of theIndian National Congress

• Mortal Nehru and S.N. Das left the National Congressand established the Swaraj Party.

• Mahathma Gandhi started a campaign on violating civillaws

• He started the campaign on “Quit India”• Ha had several round table conferences with British but

did not achieve success.• For some of his actions on gaining independence

Mahathma Gandhi was imprisoned.• His strategies were non violence and truthfulness.

( 15 minutes )Assessment and Evaluation

• Explains the strategies followed by Mahathma Gandhi to gain independence of Indiafrom the British rule.

• Speaks in pride of the service of Mahathma Gandhi i gaining independence of Indiafrom the British rule.

• Tabulates the policies fallowed by Mahathma Gandhi for the development of Indiaas a nation.

• Works cooperatively• Practises to collect information from sources, compile them in an order and present

them.

101

Annexe 11.3.2.1

Annex 11.3.2.2

Activity Sheets

Activity Sheet for Group 1

You are assigned to prepare part 1 of the information sheet on the services of MahathmaGandhi. The topic of the Information sheet : “ Mahathma Gandhi - the pioneer of the strugglefor the independence of India”

Compile your information on the following sub topics:1. Early days of Mahathma Gandhi2. The period that he served at ‘Naathal’ in South Africa3. Coming to India in 1915 and starting his service – Information on starting the Monastery

‘ Sabarmathi’ in Ahamdabad.4. His campaign on truthfulness.

Collect information from the text book and other source material. Get the assistance of theteacher when necessary

Prepare the information sheet clearly and present it to the class.

102

Activity Sheet for Group II

You are assigned to prepare part II of the information sheet on the topic : “ Mahathma Gandhi- the pioneer of the struggle for independence in India”

Compile your information on the following sub topics:1. Joining the struggle for independence in 1919 ad taking the leadership2. Strategies followed – Nationalist Movement, politics based on morals, compassion on

poor and the suppressed3. Campaingn of strikes

- Reasons to start it- Different stages of the movement- The results of the movement( Short information on the above is sufficient)

Collect information from the text book and other source material. Get the assistance of theteacher when necessary

Prepare the information sheet clearly and present it to the class.

Activity Sheet for Group III

You are assigned to prepare part III of the information sheet on the topic : “ Mahathma Gandhi- the pioneer of the struggle for independence in India”

Compile your information on the following sub topics:1. Campaign on violating civil laws

• Factors led to start the campaign• Different stages of the campaign on violating civil laws• Attempts made by the British to suppress the campaign• Results of the campaign in short

Collect information from the text book and other source material. Get the assistance of theteacher when necessary

Prepare the information sheet clearly and present it to the class.

103

Activity 11.3.3

Competency Level : Speaks in pride how Indians worked to protect the independenceof the country.

Activity : “India gets divided “

Time : 40 minutes

Quality Inputs : • Annexe 11.3.3.1 - A map of India and Pakistan• Annexe 11.3.3.2 – Activity Sheets• Annexe 11.3.3.3 - Model map of India• A4 papers and stationary• Source material

- The text book- Descriptive History of India – Volume III (R.D. Majumdar

and Rai Chaudri)

Teaching Learning ProcessStep 11.3.3.1 : • Inquire on the pupils’ knowledge about Mahathma Gandhi’s

campaign on violation of civil laws and its results and the othermeasures taken by Mahathma Gandhi to gain independenceto the country and conduct the discussion highlighting thefollowing.

• India had been a single country for centuries. On 15th

August 1947 it was divided in to two countries as Indiaand Pakistan.

• Factors that led to this division.• According to the plan of Lord Mount Batton India was

so divided.10 minutes

Step 11.3.3.2 : • Group the pupils in the class• Distribute the Activity sheets to the groups.• Explain the activities in brief• Tell about the sources to collect information.• Get pupils to involve in the activities.• Observe pupils working in groups and guide them when

necessary.20 minutes

104

Step 11.3.3.3 : • Get each group to present what they have done in groups• Give instructions to correct their mistakes if there are any• Make a review highlighting the following

• As a result of the campaign on violation of civil laws, theBritish government brought the constitutional Act of 1935and passed it.

• Though India did not get complete independence theNational congress contested the election held in 1937under the above act.

• The Muslim league who worked so far united with theNational Congress and fight for a separate Muslim country“Pakistan”

• Proposals brought by Stafford Crips and therecommendations for reforms brought by Baden Powellwere rejected both by the National Congress and theMuslim League.

• The campaign of Mahathma Gandhi “Quit India” arousedanti-British feeligs in India

• The plan brought by lord Mount Batton to divide Indiawas ultimately agreed by the National Congress evenunwillingly.

• Mahathma Gandhi too gave his consent with the idea ofstopping blood shed.

• As the final decision on 15th August 1947 India wasdivided as two countries India and Pakistan, both countrieshaving Dominion status.

(10 minutes)Assessment and Evaluation

• Explains the factors that led to the division of India into two countries as India andPakistan.

• Explains how the policy of ‘Divide and rule’ followed by the British has caused thebreak away of Hindu Muslim unity in India

• Explains how the lack of unity among communities causes breakdown of the unitarysystem in a country taking examples from India and Pakistan

• Shows the demarcation of India and Pakistan with the help of a map• Works cooperatively in a group• Presents the creations in the class

105

Annexe 11.3.3.1

Annexe 11.3.3.2

Activity Sheets

Activity Sheet for Group I

You are assigned to compose an information sheet on the topic : “ Political Independence andDivision of India “

Compile information on the following :1. Act of India 1935 and the origin of “Pakistan” Movement2. Mohommed Ali Jinnah and his role3. Crips Mission4. Mahathma Gandhi’s campaign on ‘Quit India’5. Proposals of Mount Batton and India getting independence6. Division of India into two countries as India and Pakistan

Collect information from the text book and other relevant source material. Get the assistanceof the teacher when necessaryPrepare your information sheet clearly and present it to the class.

East Pakistan

West Pakistan

INDIA

106

Activity Sheet for Group II

You are assigned to compose a map showing India and Pakistan dorn after gaining independenceto India from Britain

For this, study the map of India given to you (Annexe 11.3.3.1 ) Illustrate clearly India andPakistan in the model map supplied to you (Annexe 11.3.3.3)

Mark and name the capitals of the two countries.

Illustrate west Pakistan and East Pakistan seperately.

Get necessary instructions from the teacher.Compose the map clearly and neatly and present it in the class.

Annexe 11.3.3.3

107

Activity 11.3.4

Competency Level : Explains how Japan developed as a world power

Activity : “Let us identify Tora! Tora! Tora! “

Time : 80 minutes

Quality Inputs : • Annexe 11.3.4.1 - Instructions to the teacher about the Activity• Annexe 11.3.4.2 – Activity Sheets• Annexe 11.3.4.3 - Pictures Illustrating different situations of

the 2nd world war• The text book• A4 writing papers• Pens, pencils, felt pens and erasers

Teaching Learning ProcessStep 11.3.4.1 : • Display the pictures given in Annexe 11.3.4.3 and ask questions

based on the pictures• Ask questions such as

- Who landed bombs on Hiroshima and Nagasaki in Japan- What is the destruction caused by it?

• Get pupils’ responses and write them on the black board• Conduct the discussion highlighting the following

• After the 1st world war Japan developed as a world power• When the 2nd world war started Japan had been developed

in all aspects• At the 2nd world war United States of America attacked

the Japanese cities – Hiroshima and Nagasaki with atomicbombs

• The two cities were highly damaged10 minutes

Step 11.3.4.2 : • Group the pupils in the class appropriately• Give a copy of the Activity sheet given in Annexe 11.3.4.2 to

each group

108

• Explain the activity in brief• Get pupils involve in the activity• Go round the groups and guide them when necessary

30 minutes

Step 11.3.4.3 : • Get each group to present the report• Get pupils to comment on the reports presented• Make a review highlighting the following

• During the period between the 1st world war and the 2nd

world war Japan developed in all aspects such aseconomical, cultural, military.

• Alliance made by Japan with Italy and Germany broughtdisaster to Japan.

• Bombing Pearl Harbour. It is symbolized by “Tora-Tora-Tora”

• Large number of people and property were destroyed bythe world wars.

• The effects of the world wars are still experienced by theJapanese.

40 minutes

Assessment and Evaluation

• Explains the damage done to human lives and property by the world wars.• Accepts that the world should avoid war if the world is to be a pleasant place for

man• Prepares a sheet illustrating the results of the 2nd world war.• Exhibits the ability to work cooperatively and bear leadership• Tends to read books and magazines on the world war and collect information.

109

Annexe 11.3.4.1

Instructions to the teacher

• Give instructions to the pupils to collect information from the text book and other relevantsource books, one week prior to the lesson.

Annexe 11.3.4.2

Activity Sheet

• You are assigned to compose an information sheet on the topic. “ Japan and the 2nd worldwar”

• Make use of the information you have collected from the text book and other sourcematerial in this task

• Pay your attention on the following in compiling information1. Development that japan had achieved during the period between the 1st world war and

the 2nd world war2. Japan involving in the 2nd world war and the factors that led to it.3. The disaster of the 2nd world war.

110

Annexe 11.3.4.3

111

11.4 Great World Wars and attempts for Peace

08 periods

Introduction

There were two great wars in the 20th century that took place due to various factors. Sincemany countries in the world took part in these wars, they are known as world wars. The firstworld war took place between 1914 and 1919 and the second world war took place bwtween1939 and 1945. The destruction of human lives and property caused by these wars wasenormous.

Hence, in order to prevent such destructive situations and to preserve world peace, theleague of Nations was formed in 1919. Since its aims did not materialize, the 2nd world wartook place in 1939, and again in order to preserve world peace and to have development ofnations, the powerful nations got together and established the United Nations Organization.

It is expected from this lesson unit to analyze informations about the 1st world war and the2nd world war and the League of Nations and the United Nations Organization establishedafter the end of those wars respectively.

Competency : Appreciates the attempts of the United Nations Organization toprotect human rights that were violated as a result of the worldwars and to achieve world peace.

Competency Levels : • Explains how the 1st world war and the 2nd world war becamebarriers in the progress of the mankind.

• Explains comparatively the failure of the league of Nations andthe success of the United Nations organization.

• Tabulates the characteristics of Fascism and Nazism.

• Speaks in appreciation of the contribution of the United NationsOrganization in the preservation of world peace

112

Subject Content

11.4 Great world wars and attempts for world peace.• The series of wars in Europe during the period 1914 – 1919 is known as the 1st

world war.

11.4.1 Factors that led to the first world war• Competition among European nations for colonies. Due to the

industrialization of European countries competition arose among them tofind countries to collect raw materials and markets for the finished goodsin countries in Asia and Africa.

• The issue on Alsace Lorrain• Europe dividing into two camps• The foreign policy of German Kaisers• Naval competition between England and Germany• Sarajevo incident in 1914• United states of America joining the Allies against the German naval policy.• The two major camps

Alliesi. England, France, Russia and United States of America

Central Powersii. Germany, Austria, Italy, Turkey, Bulgaria, and Hungary

- Results of the war• Destruction of human lives and property.• Punishment on Germany at the Treaty of Versailles.• Giving Alsace Lorraine to France• Fall of dictatorial monarchies in Europe.• Rise of new states –

eg. Checho – SlovakiaYugoslovia

• New names for the old states –eg : Mesapotemia – Iraque

Constantinaple - Istambul• Formation of the league of Nations to protect world peace and democracy.

113

11.4.2 League of Nations and the world peace

• Formation of the League of Nations after the 1st world war based on theconcept of Woodrow Wilson, President of the United States of America.

Aims• To settle conflicts among nations• To avoid attacks through the application of economic sanctions• To take other measures for the peaceful existence of the mankind• To develop international understanding and cooperation.• To protect independence and freedom of small states• To protect world peace through universal cooperation.

Attempts made on peace• Settlement of conflicts such as the conflict between Germany and Poland

regarding Silecin conflict between Greece and Bulgaria, conflict betweenIran and Turkey

• Supervision of administrative affairs of the mandates of the League ofNations

• Providing economic aids to Austria, Hungary and Greece• Rehabilitation of refugees• Suppressing diseases• Suppressing slave-trade and narcotic – trade

Causes for the failure• United states of America did not get the membership of the League of

Nations.• Germany was not given the membership of the League of the Nations.• The League of Nations did not have a permanent armed force.• There was no unity among the great powers• It was found difficult to implement Universal cooperation as expected.

11.4.3 Rise of Fascism and NazismDuring the period between the two world wars Fascism and Nazism developedin some countries in Europe as a political concept. It was a dictatorial rule. Itcan be considered as a concept that arose against Democracy, Liberalism andCommunism.

114

Italy under Mussoloni• By the end of the 1st world war the expectations of Italy were not achieved.• Establishment of Fascism in Italy by Benito Mussoloni• The Fascist Party became popular in Italy.• King Victor Emanuel III invited Mussoloni to accept the post of the chief

Minister.• Mussoloni who became the Chief Minister established a dictatorial

government in Italy.• He made the Latuvan Treaty with Pope• The economy of Italy developed under him.• Military service was made compulsory.

Nazism• It was a dictatorial rule• Nazism spread in Germany under Adolph Hitler.• He declared that Germans were the greatest nation in the world.• They believed that Germans were the descendents of pure Aryans.• Hitler wanted to unite Germany which had been separated into small states

after the 1st world war.

Conquest of territories• conquering Rhineland• Conquering Czechoslovakia• Attacking Poland

SwedenDenmark

German People

German People

Netherland

Germany

German PeopleGerman People

Russia

German People

German People

German People

German PeopleLatvia

Lithuania

Poland

Rumania

German People

Yugoslavia

German People

HungaryGerman People

German People

Czechoslavakia

Austria

Belgiam

German People

Luxembourg

German People

France

German PeopleSwitzerland

German PeopleItaly

115

Starting the 2nd world war

11.4.4 The Second world war

Causes• Germany becoming powerful under Hitler• Activities of Hitler• Withdrawing from the League of Nations• Conquest of Rhineland• Conquest of Czechoslovakia• The immediate cause – Hitler attacking Poland• Activities of Mussoloni of Italy

Attacking Abesenia• Rise of Japan as a powerful nation in the East

Japan attacking Manchuria which was under China• Weaknesses of the League of Nations

i. Allies - England, France, Russia, United States of Americaii. Central Powers - Germay, Italy, Japa, Hungary, Bulgaria, Rumania

Results of the war• The 2nd world war had been the most ferocious war in the world• Destroying Hiroshima and Nagasaki as a result of atomic bombs. Its fearful

effects could be seen even in future generations.• Dividing Germany into two as East Germany and west Germany• England and France which had been world powers so far lost that status.• Rise of United States of America and Soviet Russia as world powers.• United States of America appearing as the savior of democracy• Britain, France, Belgium, Holland, West Germany etc. having capitalist

economies organized as a democratic camp headed by the United Statesof America

• Rise of a communist camp in Europe around Soviet Russia• Poland, Czechoslovakia, Bulgaria, Yugoslaviaand East Germany were in

this camp.• Establishment of the United Nations Organization (UNO) to preserve world

peace and to develop the living condition of the nations.• Introduction of Marshal plan by United States of America for the

development of countries destroyed by war, specially west Germany andJapan

• Colonies of Britain and France gained independence.

116

11.4.5 United Nations Organization• It was the world organization established after the 2nd world war for the

preservation of world peace.

Origin• Discussion that took place among Sir Winston Churchill, the Prime Minister

of Britain, Franklin Roosevelt, the president of the United states of America,Joseph Stalin, the leader of Soviet Russia. Those three key persons gottogether at Tehevan in 1943 and discussed the importance of anorganization for preserving world peace

• The charter of the united Nations was signed officially in 1945 at SanFrancisco by the representatives of 51 nations.

Aims• To maintain international peace and security• To develop friendly relations among nations• To solve economic, social, cultural and human problems.• To get international support for the protection of human rights• To work as a central body of nations to achieve those aims.

Structure• The United Nations Organization consists of 6 principal organisations.• They are as follows :

i. The General Assembly ii. The Security Counciliii. The Economic and Social Counciliv. The Trusteeship council v. The International Court of Justice

and vi. The secretariatAttempts made on preservation of peace• Solving Suez problem• Preventing Iraque’s attack on Kuwait• Solving problems in Congo• Criticizing and condemning colour bar policies in South Africa• United Nations supporting the national movements for independence in

the African countries against imperialism during the period 1960 – 1970• Enactment of economic sanctions against Rhodesia in 1966• Service of the United Nations Organization and its Agencies for the

economic, social and cultural development of those countries that wereweakened by the 2nd world wareg : UNESCO, ILO, WHO

117

Activity 11.4.1

Competency Level : Explains how the first world war became a barrier in the progressof the mankind

Activity : “Let us examine how the war spread in Europe”

Time : 80 minutes

Quality Inputs : • Map illustrating Europe in 1914 as given in Annexe 11.4.1.1• Activity sheet given in Annexe 11.4.1.2• The text book• Relevant source material

Teaching Learning ProcessStep 11.4.1.1 : • Display the map of Europe given in Annexe 11.4.1.1 and identify

the countries that got involved in the 1st world war through adiscussion

• Conduct a discussion highlighting the following

• The issue of Alsace-Larraine was one factor leading tothe 1st world war.

• Europe had been divided into two camps by the time whenthe world war was about to take place.

• The foreign policy of German kings affected the war• Sarajevo incident in 1914 was the immediate cause of the

war.

10 minutes

Step 11.4.1.2 : • Group the pupils in the class appropriately.• Distribute the activity sheets I and II given in Annexe 11.4.1.2

among groups so that each group would get one• Give instructions to collect facts from the source material• Get pupils do the activity in groups• Give instructions and guidance when necessary

50 minutes

118

Step 11.4.1.3 : • Get each group to present the report• Get pupils to comment on the reports presented.• Discuss strengths and weaknesses of the reports at the end of

all the presentations• Get pupils to note down important facts• Make a review highlighting the following

• Competition among European nations for colonies becamea cause for the 1st world war

• Due to the industrialization of European countries,competition arose among them to find raw materials andto find markets for their finished goods.

• Noval competition between England and Germany arosetheir rivalry

• There was a competition among countries on weapon too.• United States of America joined the allies against the

German Naval policy.• At the first world war, England, France, Russia and United

States of America formed one camp• Germany, Austria, Italy, Turkey, Bulgeria and Hungary

were in the other camp.• As a result of the 1st world war there was a massive

destruction of human lives and property.• Germany was recognized as the convict of the war at the

treaty of Versailles Germany was given serious punishment• Alace-Lorraine which had been a territory of Germany

was given to France.• Dictatorial Monarchs in Europe fell down.• New states arose such as Czechoslovakia and Yugoslavia• The League of nations was established for the preservation

of world peace and demecracy.

40 minutes

119

Assessment and Evaluation

• Collects information about the causes of the 1st world war• Names the countries that were involved in the 1st world war• Appreciates working collectively• Develops the skills of working in groups• Presents information collected by oneself to the others.

Follow up work

Identify the countries that were involved in the 1st world war in a map of Europe.

Annexe 11.4.1.1.

Europe

ATLANTICOCEN

IRISH

FRANCE

SCOTLAND

Gre

atbr

itain

North Sea

Belgium

Germany

Denmark

Norway

Sweden

Boltic

S e aRussia

Austria

Hungary

Rumania

Serbia

BulgariaBlack Sea

OttomanEmpire

ItalySicily

Corsica

Sardiniya

Mediterranean Sea

Malta

Spain

Port

ugal

Africa

120

Annexe 11.4.1.2

Activity Sheet 01

What were the causes of the 1st world war ?••••••

Activity Sheet II

What were the results of the 1st world war?••••••

121

Activity 11.4.2

Competency Level : Tabulates the characteristics of Nazism

Activity : “Natzi ruler who shook the world “

Time : 120 minutes

Quality Inputs : • A picture of Hitler as given in Annexe 11.4.2.1• Role play sheet as given in Annexe 11.4.2.2.• Activity sheet given in Annexe 11.4.2.3• The text book• European History – For advanced level (Department of

Educational Publications)

Teaching Learning ProcessStep 11.4.2.1 : • Dispaly the picture of Hitler given in Annexe 11.4.2.1

• Ask questions based on it, such as- Who is the person shown in this picture?- To what country does he belong ?- What do you know about him?

• Conduct a discussion highlighting the following

• Hitler led a happy life when he was young• But when his parents died he became helpless• He worked as a casual labourer at his young age.• He joined the German army at the first world war• In 1920 he became the leader of National – Socialist

German labour party15 minutes

Step 11.4.2.2 : • Select a child from the class who is clever in drama• Give him the role play given in Annexure 11.4.2.2 and get him

to do the role play• Give him instructions how to do it• Get other pupils in the class to listen to him carefully• Get pupils to answer the questions given in the Activity sheet in

Annexe 11.4.2.3 individually65 minutes

122

Step 11.4.2.3 • Get few pupils randomly selected to read their answers• Point out strengths and weaknesses of those answers• Make a review highlighting the following

• Hitler became the leader of National Socialist GermenLabour Party

• He formed various armed forces such as ‘white shirts andgrey trousers’

• He started a campaign on destroying opponents with thehelp of armed forces.

• He became popular due to his oratory.• In 1923 Hitler accompanied by his forces went from

Munich to Bavaria and attempted to capture that territory• Bavaria police arrested him and put him to prison.• When he was in prison, he produced ‘Mein Kamph’ which

was known as the ‘bible of Nazis’• In January 1933 Hitler became the Chancellor of

Germany.• In 1934 he banned all political parties, imprisoned

Communists and entrusted the administration of Germanyto the Nazi officers and carried out a dictatorial role

• He massacred all the leaders whom he suspected• He massacred about 200000 Jews.• Germany had got the membership of the League of

Nations in 1926, but when Hitler came to power hewithdrew from its membership

• He tried to make Germany self sufficient• He could solve the unemployment problem of the country• He carried out a policy of developing health facilities in

the country and bringing up the health condition of thecitizens

• He carried out a policy of developing industries in thecountry

• Motor industry, building airplanes and many other industrieswere developed.

• Within 6 years Germany achieved a rapid development.• He developed the country in all aspects and attempted to

gain the world power.

123

• When he thought that other countries would suspect him,he made treaties with countries like Britain and Poland

• He brought under him territories where Germans lived suchas Rhineland, Czechoslovakia and Austria

• Produced weapons and strengthened the military power• He paved the way for the 2nd world war by attacking

Poland on 1st September 1939• Germany gained a rapid development within 6 years and

fought for 6 years and threatened the whole of Europe.• When United States of America too joined the Allies, the

opponents of Germany including Britain, France andRussia, Hitler realised that he could not face them andcommitted suicide.

40 minutes

Assessment and Evaluation

• Explains how Hitler came to power• Appreciates the service of Hitler in developing Germany which had been ruined by

the Treaty of Versailles• Get the training to do a role play on Hitler• Develops communicative skill• Develops critical thinking

Annexe 11.4.2.1

124

Annexe 11.4.2.2.

Information Sheet for the Role play

Give Instructions to a pupil to do a role play on the story relevant to Adolph Hitler, as follows

“I am Adolph Hitler. I was borne in Austria. My mother and father died when I was young. Ispent my childhood with the subside given by the government. I spent a sorrowful life. I didn’thave a house to live. I spent night in streets. During this time economic and financial affairswere under the Jews. Professionals like Lawyers, doctors ad writers were Jews. I had the fearthat the Jews would capture the whole Germany. So, I wanted to destroy all of them andpreserve the purity of Germany. That is why I destroyed all Jews when I came to power. Iwanted to purify Germany from Jews and make Germany the greatest power in Europe. Germansare the descendents of pure Aryans. Germany has a proud history. So what I wanted was tobring back her pride and make her the greatest power in Europe. At the Treaty of Versaillesmade in 1919 after the 1st world war Germany was seriously punished. The country seriouslydamaged. Germany had to pay compensations to the other countries of Europe. Germany losther territories. People had to suffer. They had to be in hunger. The value of our money wentdown seriously. People who took money in a gummy bag to the market brought goods in thepocket. The big powers plundered our ships and aeroplanes. We lost our colonies. Not onlythat, they left a foreign army consisting of army men of different countries in our lands. Theywanted to prevent us from rising again and fighting them. By then we had a very weakgovernment. That government could not develop our country. It couldn’t develop our economy.What I wanted was to bring prosperity to our country that is why I organized the Nazi partyand came to power. Our emblem was the Swastika (fylfot) I came to power in Germany in1933, and became the power of Europe by 1939. I worked for the development of ourcountry’s economy. I organized a strong army, developed the transport service. I could makeGermany the greatest power in Europe. I wanted to unite Germans who were spread at the 1st

world war. I captured Alsace – Lovaine. I captured Austria. Then I attacked Poland andcaptured it. When I became strong the other European countries got together and attackedme. But they couldn’t defeat me. Ultimately America too came against me. America joined theEuropean countries to attack me. So I understood that I could not win. Therefore I committedsuicide in 1945. However for good or bad my name has became popular even today.

125

Annexe 11.4.2.3

Activity Sheet

Answer the following questions1. What was the nationality of Hitler?2. State 3 principal aims of Hitler

1.2.3.

3. What were the punishment given to Germany by the Treaty of Versailles ?*****

4. What were the territories captured by Hitler?****

5. What was the immediate cause for the outbreak of the 2nd world war?6. What were the European countries that came against Hitler?

***

126

Activity 11.4.3

Competency Level : Explains how the 2nd world war became a barrier in the progressof the mankind

Activity : “The 2nd world war which brought disaster”

Time : 120 minutes

Quality Inputs : • Annexe 11.4.3.1 - A picture of Mussoloni• Annexe 11.4.3.2 - Map of Europe• Annexe 11.4.3.3 - Activity Sheet• The Text book• European History for Advanced Level – Department of

Educational Publications

Teaching Learning ProcessStep 11.4.3.1 : • Display the picture of Bonito Mussoloni given in Annexe

11.4.3.1 and the Map of Europe given in Annexure 11.4.3.2in the class.

• Ask questions based on it such as- Who is shown in the picture?- What do you know about him?

• Conduct a discussion highlighting the following

• The power of Hitler in Germany had been a cause for the2nd world war.

• Bonito Mussoloni of Italy joined Hitler.• The weakness of the League of Nations had been a cause

for the 2nd world war.• European countries that got involved in the war formed

two camps.• The rise of Japan as the power nation of Asia too affected

the war.

15 minutes

127

Step 11.4.3.2 : • Get all the pupils in the class to draw the map given in Annexe11.4.3.3 in their exercise books

• Get pupils to fill the table individually making use of the textbooks and other source material

• Direct pupils when necessary.65 minutes

Step 11.4.3.3 • Get few pupils selected in random to read their answers• Appreciate them• Identify their strengths and weaknesses• Get them correct their errors• Make a review highlighting the following

• Activities of Hitler brought the 2nd world war• When Hitler withdrew from the League of Nation and

worked to establish his power aroused rivalry betweenGermany and other European countries.

• The policy followed by Mussoloni too became a causefor the war

• Japan too captured territories like Mancharia andstrengthened her power.

• Germany, Italy and Japan joined together and formed onecamp.

• They were known as the Central Powers• The other camps were known as the Allies.• France, Britain, Russia and U.S.A. formed the Allies• Germany’s attack on Poland was the immediate cause of

the 2nd world war.• All Dominion states except Ireland and their colonies

supported the Allies against Germany.• Germany defeated the countries such as France, Russia,

Denmark, Norway, Belgium.• Although Germany attacked Britain it failed.• Japan attacked the colonies of Britain in the East and tried

to break down the British Empire.• Germany was able to attack the British fleet making use

of her submarines.

128

• Japan attacked the Pearl harbour and destroyed a largenumber of ships

• Then the United States of America came to support Britainagainst Japan

• U.S.A. declared war against Japan, Germany and Italy.• When U.S.A. joined the war it turned to be a world war.• The Allies got encouraged when they got the support of

the countries of the common wealth of nation and America.• The Allies defeated Italy, and then Italy joined the Allies.• Allies got France released from Germany• The Western powers and Russia released the countries

that were under Germany• When Germany was attacked by the European powers

and America, Hitler committed suicide• Admiral Donisht who came to power in Germany after

Hitler surrendered.• When Hiroshima in Japan was bombed on 6th August

1945 and Nagasaki on 9th August, the 2nd world war cameto an end.

• It had been the most ferocious war in the world• The bad effects of atomic bombs will be there even on the

future generations.• As a result of the war, Germany was divided into two as

West Germay and East Germany• England and France which had been world powers so far

lost their states.• United States of America and soviet Russia arose as world

powers after the 2nd world war.• U.S.A. appeared as the saviour of democracy.• Britain, France Belgium, Holland and West Germany who

had capitalist economies got together as one camp withU.S.A. as its leader.

• A communist camp arose with Russia as its leader• Poland, Czechoslovakia, Bulgaria, Yugoslavia and East

Germany joined that camp.• The colonies of Britain, France and other western powers

gained independence.

129

• Hence Britain, France and other Western countries losttheir economies

• European colonies in the East developed as independentstates

• Egypt, Lebonon, Iran, Jordan and many other countriesin middle east got independence.

• United Nations Organization was established for thepreservation of world peace, security, human rights, justiceand freedom and for the development of life standard ofnations.

• Marshal plan was introduced by the United States ofAmerica for the development of countries destroyed bywar

• Here special attention was paid on Germany and Japan.

40 minutes

Assessment and Evaluation

• Explains the factors led to the 2nd world war.• Appreciates the measures taken by the United Nations Organization for the

preservation of peace.• Collects information about the 2nd world war through various sources.• Tabulates information about the 2nd world war.• Develops skills in working in cooperation with others• Develops leadership qualities.

Follow up work

• Mark the countries belonging to the Central Powers and the countries of the Allies in amap of world.

• Prepare an article for the wall newspaper on the 2nd world war collecting informationfrom the sources.

130

Annexe 11.4.3.1

Annexe 11.4.3.1

ATLANTICOCEN

Port

ugal

Africa

Sardiniya

Mediterranean Sea

CorsicaSpain

FRANCE

Germany

Gre

atbr

itainIR

ISH

SCOTLAND

North Sea

Norway

Denmark

Sweden

Boltic

S e a

Union of Soviet

Pinland

Latvia

Lithuania

Estonia

Rumania

Poland

Belgium

Czecholovakia

AustriaHungary

Switzerland

Black Sea

Turkey

Yugoslovia

Italy BulgariaAlbania G

reece

131

Annexe 11.4.3.3

Activity Sheet

Complete the following table collecting information from the text book and other source materials.

Countries involved Causes for the Victories gained Results of the

in the 2nd world war 2nd world war by each country 2nd world war

132

11.5 Balance of Power in the World after the Second WorldWar

10 periodsIntroduction

Countries like England, France and Germany which were the major powers in Europe losttheir status after the 2nd world war. United states of America and Soviet Russia came to be theworld powers. Most of the countries in the world divided into two camps around those powerfulstates. United States of America followed a democratic political system and a capitalist economicsystem and countries like France, England and West Germany joined the camp led by UnitedStates of America. Soviet Russia followed a socialist political and economic system and countrieslike Poland, East Germany, Czechoslovakia, Yugoslavia and Cuba joined the camp led bySoviet Russia.

During the latter half of the 20th century, the rivalry between the two camps and theirstruggle for power turned to be a cold war. This state of affairs ended with the fall of SovietRussia. It is expected from this lesson unit to analyse information on how United States ofAmerica and Soviet Russia arose as world powers, conflicts between the two powers and thefall of Soviet Russia at the end.

The rise and the development and the fall of these power camps influenced the history ofSri Lanka too. Hence, the study about these power camps would make easy to examine thehistory of Sri Lanka.

Competency : • Analyses comparatively the policies followed by the two powercamps for the balance of power in the world after the 2nd

world war.

Competency levels : • Explains the rise of United States of America and SovietRussia as world powers.

• Examines the causes for the fall of the socialists camp at theend of the 20th century.

• Analyses how the actions of the United Nations Organizationhave been successful in avoiding wars.

133

Subject content

11.5 Balance of power in the world after the 2nd world war.

11.5.1 Rise of the United States of America as a world power

- The rise

• During her history of about three centuries United States of America gotinvolved in foreign affairs only from the beginning of the 20th century.

• At the beginning of the 20th century affairs of the world were centredround European countries ( Euro centres)

• At the first world war United States of America joined the Allies consistingof powerful countries like Britain and France

• When the Allies won the 1st world war, the foreign relations of the UnitedStates of America came to be highlighted.

• After the 1st world war, the proposal and the plan for the establishment ofthe League of Nations were made by United States of America.

• Due to the opponent of the Senate in joining the European affairs UnitedStates of America did not join the League of Nations.

• Due to the failure of the League of Nations, the 2nd world war took place.The rise of the Central Powers – Germany, Italy and Japan could becontrolled by United States of America by dropping atomic bobs onHiroshima and Nagasaki, the cities of Japan.

• With that, United States of America came to be prominent in the internationalaffairs.

• After the 2nd world war representatives of fifty nations got together at SanFrancisco in June 1945 and signed the charter of the United Nations. Inthis task United States of America played the main role.

• Since October 24th 1945, the charter of the United Nations came to beimplemented. Here, France, Britain, Soviet Russia, China and UnitedStated of America were accepted as five great powers. Those five countriesgot the permanent membership of the Security Council of the UnitedNations Organization. Here, the United States of America got the leadershipin limiting the activities of the socialist countries led by Soviet Russia.

• United states of America became a challenge to the socialist camp throughits planet war programme.

134

• In 1980’s after the reforms of Glosnov and Perasthroika Soviet Russia felldown in power, and since then the United States of America became theworld power

- United States of America becoming the leader of the Capitalist party

• United States of America became a world power after the 2nd world war,and became an opponent of Soviet Russia established in 1917.

• Union of Socialist Soviet Republic (USSR) was formed through theOctober Revolution of 1917. Since then Soviet Russia supported othercountries to follow the socialist path. Hence China, Cuba and the countriesin the East Europe followed the socialist path. Those countries joined thesocialist camp with Russia as its leader.

• Likewise there arose two major camps in the world. The capitalist campand the socialist camp. The capitalist camp headed by U.S.A. attemptedto propagate capitalists economic policies and democratic governmentpolicies whereas the socialist camp headed by USSR attempted topropagate socialist economic policies and communist government policies.

• U.S.A. as the head of the capitalist camp established North Atlantic TreatyOrganization (NATO) among the capitalist countries.

• 16 countries including Portugal, Italy, West Germany, Greece, andNetherlands joined the NATO. They came to a treatment that if any ofthose countries was attacked by an outside country, the other membercountries of the NATO would take it as an attack done to all of them.

• U.S.A. always supported the capitalist countries. For example, when Koreawas divided into two as North Korea and South Korea in 1948, U.S.A.supported South Korea which followed the capitalist Path. Again whenBerlin was divided as west Berlin and East Berlin, U.S.A. supported westBerlin.

• U.S.A. has attempted to destroy socialist states. For example, when theCubans fled away and expelled from Cuba, U.S.A. formed a Cuban armyconsisting of Cubans who fled away and who were expelled from Cuba.That Cuban army attacked Fidel Castro’s Lactro’s Cuban army in 1969.In this attack Cuba got the support of Soviet Russia and could defeat theopponents.

• The government of U.S.A is not in favour of Miyanmar (Burma) since shehas a military state and does not follow democratic policies. On the otherhand U.S.A Supported the military government of Pakistan since shefollows capitalist policies.

• So, America has become the leader of capitalist and democratic polocies.

135

11.5.2 Rise of Soviet Russia as a World power

Introduction

After the 2nd world war, communist countries got united with the leadership ofSoviet Russia

- Causes

• Rise of efficient rulers in Soviet RussiaEfficient rulers like Joseph Starlin, Nakita Crushev coming to power

• The belief of Joseph Starlin that the country needs a strong rule

- Development of an economy based on Socialism

• Attempt made by rulers to develop the economy• Planned economy and Five year plan• The fourth five year plan starting in 1946 in Soviet Russia• Crushew who came to power in 1953 formed Regional economic

Organizations to have an efficient economic system• Attempts made on the development of public life.• Attempts on the development of science and technology• As a result of it, Uri Gagarin going in the space for the 1st time in history.

- Soviet Russia as the leader of the Socialist camp• East Germany, Bulgaria, Czechoslovakia, Hungary, Poland, Yugoslavia in

the East Europe following Socialist economic policies.• As a response to the NATO establishment by the Western States, the

Communist countries formed the Warsaw Treaty Organization (W.T.O) in1955

• In 1945 the communists got the victory at the chinese Revolution andhence China became a communist country.

• Soviet Russia got the leadership of the communist camp consisting of China,Korea, Hungary, Poland, Bulgaria, and the countries in East Europe.

• They had a unity in the economic and military spheres.

136

11.5.3 Cold War

- United Nations Organization could prevent military strugglebetween nations

• The aims of the U.N.O were to preserve international peace and security,to respect the independence of the nations, to develop friendly relationsamong nations, to solve international conflicts relevant to economic, Social,Cultural and human matters.

• Conflicts between the capitalist camp headed by U.S.A. and the Socialistcamp headed by Soviet Russia could be settled by the United NationsOrganization.eg : In 1962 Soviet Russia landed Missiles in Cuba directing towardsU.S.A. In responding to it U.S.A. landed missiles in Turkey directingtowards Soviet Russia. The General Secretary of the U.N.O discussedthis matter with John Kennedy, the president of U.S.A.and Crushew, theLeader of Soviet Russia and solved the problem.

• Abdul Gamal Nassar, the former president of Egypt nationalised SuezCanal in 1956. At this time, Britain and France got together with Israeland declared war against Egypt. Then the U.N.O. intervened and settledthe dispute and prevented war.

• Non armament treaties made with nations by the U.N.O. could preventarmed struggles.eg : Antactic Treaty made in 1959. Through this Treaty the powerfulcountries agreed not to make use of Antarctica for their nucleus activities.

• Treaty signed in 1963 not to make use of nucleus weapons in the land, inthe waters and in the air.

• Strategic Arms Limitation Talks (SALT) I and II made in 1974 couldprevent use of arms.

Control of World Economy

• Soviet Russia attempted to propagate socialist economic policies andCommunist system of government. Soviet Russia adopted a closedeconomic policy. The state was the sole entrepreneur in this economic

137

system. It did not allow to have competitive production or to implement acompetitive price system.

• In the decade of 1950 many countries in the world adopted socialisteconomic policies. They started state owned entrepreneur systems. SovietRussia supplying necessary technology to those countries. Eg. Tyrecorporation, Plywood corporation and Steel Corporation in Sri Lankawere established in Sri Lanka with the aids supplied by Soviet Russia.

• In addition to Soviet Russia, Socialist countries like East Germany andChina too gave such economic aids to the developing countries. forexamples Sri Lanka got the Weaving Factory of Weyangoda from Chinaand the Weaving Factory of Thulhiriya from East Germany.

• In the decade of 1950 many countries followed the policy of having stateowned industries since private owned industries were nationalized. Forexample in Sri Lanka some industries like the bus service, the port,petroleum and gas were nationalized.

• Along with the fall of the socialist camp, the communist government systemand the socialist economic system were threatened since the decade of1980.

• On the other hand the capitalist camp headed by America could propagatecapitalist economic policies and democratic government system.

• Institutions like the World Bank, International Monetary Fund, AsianDevelopment Bank by giving loans to the developing countries hadpersuaded those countries to encourage private entrepreneurship

• Capitalist countries headed by America encouraged their private companiesto invest their money in the developing countries in industries. eg : PrimaFlour Company in Sri Lanka

• Most of the developing countries were compelled to follow capitalisteconomic policies by the capitalist world camp headed by U.S.A.

• Developing countries have faced economic problems. They have to dependon the aids given by the developed capitalist countries. There are constantdiscussions between the developed countries who supply aids and thedeveloping countries who get aids.eg : G 7 countries

Downfall of Soviet Russia• Economic reforms introduced by Soviet President Gorberchop – ‘Galas

Nats’ and ‘Peresthwika’ were continued by his follower Borris Yeltsin.• Through these economic reforms Russia got economic freedom to carry

out private economic activities.

138

• Free economic policies were adopted in Russia. Socialist economic policieswere abandoned.

• Union of Soviet Socialist Republic (the Soviet Union) fell down. Statesthat were under the Soviet Union such as Kazakhstan, Ukraine,Usbekistan, Belo Russia and Lituvania became independent states.

• Russia by uniting with Belo Russia and few other states formed the RussianFederation.

• The “Cold War” ( the competition for power) between the two powercamps in the world came to an end with the fall of Soviet Union

• After the fall of Soviet Union the Worso Treaty Organization (WTO) toocame to an end.

Non Aligned Nations Movement

• The policy adopted by nations that did not join any of the two camps – thecapitalist and the socialist camps that developed after the 2nd world warwas called the “Non Aligned Policy”

• Asian – African countries who got independence from the westernimperialism after the 2nd world war who are considered as the third worldcountries became the members of the non aligned movement.

• The leaders of the Soviet and the American camps tried to get aligned withthe countries who got independence. But those countries who had beenunder imperialism for long years and gained independence wanted to havetheir independence without being aligned to any camp. Hence thosecountries liked to be in the Non Alligned Movement.

• Indian first prime Minister Mr. Javarlal Nehru, Indonesion PresidentSukarno, Yugoslavian president Marshal Titto, Egyption President AbdulGamal Nazar were the founders of the Non Alligned Movement.

• Non Alligned policy is not simply getting away from the two camps. It is amovement based on independence, security peace and cooperation.

* These countries without getting alligned with any power camp, gettogether for the wellbeing of those countries.

* They do not support any war Treaty and oppose any form ofimperialism.

* Non Alligned Movement is one of the most powerful peaceMovements in the world.

• The inaugural session of the non Alligned Movement was held in 1955 atBandung in Indonecia.

139

• At this session the member countries of the non Alligned Movementdeclared their Non Alligned foreign policies.

• That non alligned foreign policy known asthe policy of five precepts• At the session held at Belgrade the capital of Yugoslavia the “Policy of five

precepts” was given a practical basis.• The policy of five precepts

Respecting the territorialintegrity and independenceof each nation

Cooperative Not attackingco existence Five each other

Precepts

Equality with Not interferingmutual benefits with internal matters

• At the inaugural session 23 Asian countries and 7 African countriesparticipated. Now there are 108 members

• The session of the Non Alligned Nations is held once in 3 or 4 years• The first session of the leaders of the Non Alligned Movement was held in

1961 at Belgrade• The fifth session of the leaders of the Non Alligned Movement was held in

1976 at Colombo• At this session a new international economic policy on minimizing the

difference between rich and poor nations was highlighted Since there areno two power camps in the world now, the nations of the Non AllignedMovement try to continue the cooperation among them.

140

Activity 11.5.1

Competency Level : Explains how United States of America and Soviet Union aroseas world powers

Activity : “ Let us examine how America rose as a world power. “

Time : 80 minutes

Quality Inputs : • Annexe 11.5.1.1 the national flag of United States of America.• Annexe 11.5.1.2 – World Map• Annexe 11.5.1.3 Paragraphs on factors that led America to

rise as a World power• Annexe 11.5.1.4 Activity sheet• The Text book

Teaching Learning ProcessStep 11.5.1.1 : • Display the flag given in Annexe 11.5.1.1

• Raising the question “ To which country does this flag belong?• Conduct a discussion making use of the world map highlighting

the following

• United States of America participated in foreign affairs bythe beginning of the 20th century.

• In the 20th century the world affairs were based on Europe.• In the first world war America joined the Allies consisting

of Britain and France.• When the Allies won the 1st world war United States of

America arose as a world power.10 minutes

Step 11.5.1.2 : • Divide the class into four groups.• Give the information sheet Part I given in Annexe 11.5.1.3

to groups 1 and 2 and the information sheet part II given inAnnexure 11.5.1.3 to groups 3 and 4

• Get pupils involve in group activities.• Give necessary guidance to the groups

30 minutes

141

Step 11.5.1.3 : • Get each group to present their group activities to the class.• Get others to comment on the presentations• Discuss the strengths and weaknesses of the presentations.• Make a review highlighting the following

• As a result of the disaster brought by the 1st world warthe nations realised the need for peace.

• United States of America proposed to establish the Leagueof Nations with the aim of preservation of peace in theworld.

• United States of America did not get the membership ofthe League of nations since the Senate opposed it .

• United states of America could control the rise of Germany,Italy and Japan at the 2nd world war

• U.S.A. weakened the rise of Japan as a power nation inthe East by bombing her two cities – Hiroshima andNagasaki

• With that U.S.A. became a world power.• The Charter of the United nations Organisation was

prepared by U.S.A.• U.S.A. was one of the five great powers of the Security

Council of the U.N.O.• U.S.A. became the leader of the capitalist camp of the

world.• England, France and Germany were the other countries

of the capitalist camp led by U.S.A.• ‘NATO’ was established under the leadership of U.S.A.• U.S.A. became a threat to the socialist camp due to her

space travels.• U.S.A. influenced the fall of Soviet Russia in the decade

of 1980.40 minutes

142

Assessment and Evaluation

• Explains how America became a world power after the 2nd world war.• Appreciates the role of U.S.A in establishing the U.N.O. for the preservation of

world peace.• Lists out the activities of U.S.A. in strengthening the capitalist camp before and after

the 2nd world war.• Works cooperatively in groups• Displays leadership qualities

Annexe 11.5.1.1

Annexe 11.5.1.2

143

Annexe 11.5.1.3

Activity Sheet

Information sheet for Groups 1 and 2

United states of America who got independence from Britain in 1776 and developed as aNation became a world power by the beginning of the 20th century in political economical andsocial aspects.

In the early part of the 20th century famous Panama Canal was constructed with theleadership of U.S.A. and thereby U.S.A. was able to spread her power in the area. Thestrength of U.S.A was exhibited during the time of the 1st world war. U.S.A. did not join the 1st

world war at the beginning But when the American passenger ship Lucitania was sunk byGerman in 1995 U.S.A. took part in the war. So far U.S.A. had not participated in any foreignwar. By this time U.S.A. had a strong army and a navy consisting of about 2 million. Economicallyshe was very strong. She had a large stock of food and weapon she was strong in militarytactics too. With this strength U.S.A. led the Allies against the German camp in the 1st worldwar and won the war. The founder of the League of Nations established after the war wasWoodrow Wilson the president of U.S.A. it was the 1st International Organization set up afterthe 1st world war. U.S.A. was a country that followed capitalist policies. U.S.A. took leadershipin spreading capitalism in the world U.S.A. helped the countries who followed capitalist economicpolicies by providing loans. She made economic barriers against socialist countries and tried toget these countries to the capitalist camp.

Information Sheet for Groups 3 and 4

By the beginning of the 20th century America had been a powerful nation in the World. Shecould show her power at the 2nd world war that started in 1939. When the Allies were aboutto be defeated by the German camp. During that war America joined the Allies, and this madealllies to win the war. U.S.A. attacked Japan with atomic bombs and destroyed the Japanesepower. By winning the 1st world war U.S.A. became the world Power.

It was U.S.A. who pioneered the establishment of the United Nations Organization at the endof the 2nd world war, Five powerful countries who got the permanent membership in the securitycouncil of the U.N.O. became the five world powers thereafter out of those five powersAmerica could show that she was the most powerful nation. After the establishment of theU.N.O the five world powers headed by America could solve many political conflicts in the

144

world. At occasions such as Palastine conflict, Korean war, Suez struggle in winningindependence by Sypres, in disarmament of countries, the strength of America was exhibitedto the world. U.S.A. also came forward in space travels which was an important step inscience and technology. U.S.A. pioneered in space exploration, stepping on the moon andexploration of planets.

Annexe 11.5.1.4

Activity Sheets

Activity Sheet for Group 1 and 2

You are assigned to answer the following questions making use of the information sheet givenin Annexe 11.5.1.3

1. What were the reasons for U.S.A. to join the 1st world war?2. What was the country in Europe that became a challenge to U.S.A. by this time?3. What were the factors that led U.S.A. to become the world power?4. What is the name of the camp that got the assistance of U.S.A. in the 1st world war?5. What was the world organization that was established at the end of the 1st world war?6. Who was the founder of that organization?7. What were the measures taken by U.S.A. to propagate capitalism after becoming the

leader of the capitalist camp

Activity Sheet for Group 3 and 4

You are assigned to answer the following questions making use of the information sheet givenin Annexe 11.5.1.3

1. What were the reasons for U.S.A. to join the 2nd world war?2. What was the country that became a challenge to U.S.A. by this time?3. State an occasion on which U.S.A. showed her power at the 2nd World war.4. Against which camp did U.S.A. fight at the 2nd world war?5. What was the world organization set up at the end of the 2nd world war?6. Explain the major service of the U.N.O7. What were the victories gained by U.S.A. in the field of science and Technology ?

145

Activity 11.5.2

Competency Level : Explains how United States of America and Soviet Russia aroseas world powers.

Activity : “ Let us examine about the pioneers of socialism “

Time : 160 minutes

Quality Inputs : • Annexe 11.5.2.1 A picture of Lenin• Annexe 11.5.2.2 A world map• Annexe 11.5.2.3 - Activity Sheet• Annexe 11.5.2.4 – Activity sheet• World History ( P.O Ravo)

Teaching Learning ProcessStep 11.5.1.1 : • Display a picture of Lenin given in Annexe 11.5.2.1

• Raise questions based on the picture such as- Who is shown in the picture ?- What do you know about him

• Conduct a discussion making use of the world map highlightingthe following

• Union of Socialist Soviet Republics (USSR) was formedafter the Russian Revolution of October 1917.

• It was the first socialist Union in the world• Russia developed a socialist camp by uniting with the

countries who followed socialist policies.• In the U.N.O. established at the end of the 1st world war,

Soviet Russia got the permanent membership in the securityCouncil of the U.N.O.

• USSR Became a world power and strengthened thesocialist camp.

• Socialist economic policies and the communist governmentsystem were propagated in the world by the socialist campunder the leadership of Russia

15 minutes

146

Step 11.5.2.2 : • Distribute the copies of the Activity sheet I given in Annexe11.5.2.3 to all pupils.

• Distribute the copies of the world map (without markinganything) to all pupils

• Get pupils do the Activity individually.

25 minutes

Step 11.5.2.3 : • Divide the class into 3 groups• Distribute the Activity Sheets given in Annexe 11.5.2.4 to the

groups, so that each group gets one Activity Sheet• Get pupils to do the Activity in group.• Give instructions to make use of the text book and other source

books.

Step 11.5.2.4 • Get few pupils selected in random to present the maps thatthey have marked

• Correct mistakes if there are any.• Appreciate their work• Get the three groups to present their answers to the activity II• Correct mistakes if there are any• Appreciate their work• Make a review highlighting the following

• Soviet Russia arose as a world power because of itsefficient leaders like Joseoh Stalin and Nikita Crushev

• Starlin introduced a five year plan for the development ofRussian economy.

• Nikita Crushev who came to power in 1953 had moreefficient economic plans Regional Economic Organizationswere set up according to his plan.

• Science and Technology developed in Soviet Russia• As a result Uri Gagarin traveled in the space in 1961 for

the first time in the world.• Russia became the leader of the socialist camp and

directed the East European countries like East Germany,Bulgaria, Hungary, Czechoslovakia, Poland and Yugoslaviatowards the socialist economy.

147

• Challenging the NATO Russia gave leadership to establishthe organisation (WTO) in 1955

• At the Chinese Revolution in 1949 the communists cameto power and China became a communist country. Hencethe socialist camp became more strong.

• Socialist ideas so spread not only in Europe, but in otherparts of the world such as in China, Cuba and Vietnam

• There developed a unity among these countries in theeconomic sphere as well as in the military sphere.

80 minutes

Assessment and Evaluation

• Explains the factors that led to the rise of Russia as a world power.• Appreciates the functions of Russian leaders for the development of Russia• Marks and names the countries of the Russian power camp in a map.• Works collectively in the group• Collects information from sources.

Follow up Work

Prepare a booklet collecting information about Lenin, Trotsky and Starlin who paved the wayfor Russia to rise as a world power.

Annexe 11.5.2.1

148

Annexe 11.5.2.2

Annexe 11.5.2.3

Activity Sheet I

• This is an individual activity• Mark Russia and other countries who followed socialist system in the map provided to

you and name them.

149

Annexe 11.5.2.4

Activity Sheet II

Group 1• Write down the factors that led Soviet Russia to rise as a world power

1.2.3.4.

Group 2• Explain hw soviet Russia developed an economy based on socialism giving examples

1.2.3.4.

Group 3• Explain how Soviet Russia became the leader of the socialist power camp giving

examples.1.2.3.4.

150

Activity 11.5.3

Competency Level : Analyses how the actions of the United Nations Organization havebeen successful in avoiding wars.

Activity : “ Let us study about the cold war “

Time : 160 minutes

Quality Inputs : • Annexe 11.5.3.1 – World map• Annexe 11.5.3.2 – Activity Sheet• The text book• World History (Ravo)

Teaching Learning ProcessStep 11.5.3.1 : • Display the world map in the class

• Point out U.S.A. and Soviet Russia in the map and start thediscussion asking questions such as- What are these countries ?- What do you know about these countries ?- What is meant by the “”cold war”?

• Get answers for those questions and conduct a discussionhighlighting the following

• U.S.A became the leader of the capitalist power campand Soviet Russia became the leader of the socialist powercamp.

• Due to the actions of the United Nations Organizationestablished at the end of the 2nd world war armed warscould be prevented.

• Conflict that arose regarding the Suez Canal in 1956 couldbe settled by the U.N.O.

• U.S.A. and Soviet Russia strengthened their armedweapons and experimented those weapons and theybecame a challenge to each other this continued as a ‘coldwar’

• The ‘cold war’ continued but there was no armed war.

151

• The rivalry between these two power countries, differencesin ideas and policies and suspicion paved the way for thecold war.

• The characteristic feature of the cold war was theintolerance between the two camps - capitalist camp ledby U.S.A. and the socialist camp led by Soviet Russia

• The influence of the cold war would be seen in all aspectssuch as security economy, government and politics

• Space travels of America and Russia two became thefeatures of the cold war.

15 minutes

Step 11.5.3.2 : • Get all the pupils to copy the table given in Annexe 11.5.3.2 intheir exercise books

• Get them fill the table making use of the text book• Direct pupils when necessary

65 minutes

Step 11.5.3.3 • Get few pupils selected in random to present their activities tothe class.

• Evaluate them• Identify their strengths and weaknesses• Appreciate strengths and correct weaknesses• Make a review highlighting the following

• The Socialist camp introduced new economic policies• By about 1950 the socialist economic policies had become

popular in the world and had over gone capitalist policies• But U.S.A. took actions to propagate democratic system

of government and capitalist economic policies.• Here U.S.A made use of the International Monetary Fund

the world Bank, Asian Development Bank to grant loansto the developing countries and keeping them in thecapitalist camp.

• Some countries who did not adopt total capitalism or totalsocialism, followed a system of adopting mixed policies.

• Asian and African countries who got independence fromimperialism refused both camps capitalism and socialismand formed the Non Alligned Movement.

152

• They held the first conference of the Non Alligned countriesin 1955 at Bandung in Indonesia

• In 1976 a conference of the Non Alligned countries washeld in Sri Lanka

• The aims of this movement were to preserve world peace,preserve independence of the nations, economicdevelopment to all nations and the development ofcooperation among countries.

• By the end of the decade of 1980 s socialist policies ofSoviet Russia faced problems.

• The open policy (Glasnort) and the rehabilitation policyof president Gorbochov caused the fall of Soviet Russia.

• Reformations in the economic policy of Russia took place.• Free economic policy was accepted by Russia• As a result of these changes the Soviet Russia fell down.• The competition between the two world camps came to

an end.• The Warsaw Treaty organization too was dissolved.

80 minutes

Assessment and Evaluation

• Explains the measures taken by the United Nations Organization to avoid armedwars.

• Appreciates the service of the United Nations Organization• Marks and names the countries of the two world camps in a map.• Works collectively in a group• Exhibits leadership qualities .

153

Annexe 11.5.3.1

Annexe 11.5.3.2Activity Sheet

• This is an individual activity• Complete the following table

Functions performed by Causes for the fall ofthe U.N.O. Soviet Russia1.2.3.4.5.

Causes of the Cold War What is meant by theconference of the NonAlligned countries what arethe causes for its rise? Whatare its aims?

1.2.3.4.5.

154

11.6 Sri Lanka after gaining independence16 periods

Introduction

Many Changes have taken place in the political and economic fields of Sri Lanka aftergaining independence.

It is expected from this lesson unit to study the evolution of the parliamentary democraticsystem of government which was introduced in Sri Lanka and Soulbury Constitutional Reformsdone in 1947. Here, the political party system and the cabinet government system will bediscussed, paying special attention on the constitutional Reforms of 1972 and 1978.

Further, the policies and the measures adopted for the development of Sri Lanka aftergaining independence will be examined in this lesson unit. Changes and the progress in thefields of education, agriculture, state entrepreneurship, industries and social welfare will bediscussed in this unit.

Competency : • Examines how the changes in the political and economic fieldsof Sri Lanka after gaining independence have contributed tothe process of development in the country.

Competency levels : • Studies the importance of the party system and the Cabinetsystem in the implementation of parliamentary democracy.

• Explains the Constitutional Reforms of 1972 and 1978 inthe implementation of parliamentary government

• Examines the effectiveness of the development measuresimplemented in Sri Lanka after gaining independence.

Subject content

11.6 Sri Lanka after gaining independence

11.6.1 Parliamentary democracy

• Sri Lanka gaining a parliamentary system of the British model under therecommendation of the Soulbary Commission in 1947 in place of the state councilsystem with executive committees established under the Donoughmore constitutionalReforms of 1931

155

• Political party system and its origin- The need for a political party system with common national policies for the

success of a parliamentary system of the British model- In the absence of such a political party system establishment of a government

system with executive committees under Donoughmore Constitutional Reformsinstead of a parliamentary government system of the British model.

• Though there were several national movements that functioned to gainindependence, they were not organized as political parties. Examples of such nationalmovements :- Non alcoholic movement of 1912- Ceylon Reformation Congress of 1914- Ceylon National Congress of 1919- All Ceylon Tamil Peoples’ Congress 1921- Malay Political Organization of 1921- Upcountry National Congress of 1927- Sinhala Maha Sabha of 1936- Tamil Congress of 1945

• Origin of political parties- Starting Ceylon Lbour Party under the leadership of Mr. A.E. Gunasinghe in

1923- Starting leftist Movement – by English educated Middle class young people

who had come back to the country after completing education in Britain- The aim of the gaining independence to Sri Lanka and the establishment of a

socialist system- Suriyamal Project- Starting Lanka Sama Samaja Party under the leadership of Dr. N.M. Perera in

1935- Starting the Communist Party of Sri Lanka under the leadership of Dr. S.A.

Wickremasinghe in 1943- Starting Bolshevik Leninist Party under the leadership of Dr. Colvin R. de Silva

in 1943• The Ceylon National Congress started in 1919 was organized as a political party

under the name of United National Party under the leadership of Mr. D.S.Senanayake in 1946

• General Election 1947 – political parties contested- United National Party – Under the leadership Mr. D.S. Senanayake- Lanka Sama Samaja Party – under the leadership of Dr. N.M. Perera

156

- Balshevik Leninist Party – Under the leadership of Dr. Colvin R. de Silva- Communist Party of Sri Lanka – under the leadership of Dr. S.A.

Wickremasinghe- Ceylon Labour Party – under the leadership of Mr. AE. Gunesinghe- All Ceylon Tamil Congress – Uder the leadership of Mr. G.G. Ponnambalam- Ceylon Indian Congress – Under the leadership of Mr. S. Thondaman

• Several other parties were started under different political views and various otherreasons- Establishment of Sri Lanka Freedom Party in 1951 under the leadership of

Mr. S.W.R.D. Bandaranayake who resigned from the United National Partydue to a conflict of views.

- Establishement of Federal Party in 1949 under the leadership of Mr. S.J.V.Chelvanayagam who resigned from All Ceylon Tamil Congress.

- Establishment of Mahajana Eksath Peramuna in 1956- Establishment of Tamil Liberation Front in 1970- Establishment of Janatha Vimukthi Peramuna in 1971 under the leadership of

Mr. Rohana Wijeweera

• Other parties established recently- Sri Lanka Mahajana Party- Jathika Hela Urumaya- Muslim Congress- National State Council was the supreme legislative institution of the Republic- Legislative power was vested direct under the National State Council

• The executive power was vested on the President and the Board of Ministers(Cabinet)

• The Judicial powers were vested on the Judiciary• The Prime Minister and the Cabinet

- Appointment of the Prime Minister – powers and functions- Appointment of Ministers – powers and functions

• The Judiciary- The Act on Interpretation of Justice (Act No 44 of 1973 )- The Act on Industrial disputes- Muslim Marriage and divorce Acts- The supreme Court is the highest court of law and the highest court of Appeal

157

• Fundamental Rights of the people are included in the Constitution.

The Second Republican Constitution of 1978

- It was passed on 31st August 1978- Under this constitution Sri Lanka is an Independent Democratic Socialist Republic

• It is a constitution having a President with full executive powers- The President

• How the President is elected – through direct votes of the people• Powers and functions• The President can not be brought to the courts of law• President is the Head of the State, head of the Executive, Head of the

Government and the head of the Armed forces.

• The Prime Minister and the Cabinet- Appointed by the President- The Prime Minister holds only a nominal post- The head of the Cabinet is the President- The Prime Minister and the Cabinet is responsible to the Parliament- The president performs executive powers through the cabinet Ministers

• Parliament- The legislative council which was called the National State Council under the

1972 constitution is now known as the parliament- Number of members, and how they are elected

• Proportionate representation• Electorates• Election through the peoples’ votes and through the National list

- Functions of the parliament• Legislative function

- Referendum• One way of practisng the legislative power by the people

158

• The JudiciaryThere are 6 types of Judicial institutions1. The supreme Court2. Court of Appeal3. High Courts4. District Courts5. Magistrate Courts6. Primary Courts

• Independence of the judiciary- Provisions for the preservation of the independence of the judiciary (Articles

107 – 117 of the contitution )

• Fundamental rights- Fundamental rights are clearly stated in the 1978 constitution.- Measures that can be taken at violation of fundamental rights- Parliamentary Commissioner

• Changes in the Local government system- Establishment of Development Council, abolishing village councils and Town

councils- Establishment of Gramodaya Mandala- Establishment of provincial Councils (13th Amendment to the constitution) in

1987- Establishment of Pradesheeya Sabahas in 1987

• The system of Local Government Institutions in the present Sri Lanka- Provincial Councils- Municipal Councils- Urban Councils- Predesheeya Sabhas

• Powers of the Provincial Councils- 37 decentralised powers (According to the Ninth Schedule of the 13th

Amendment to the constitution )

159

11.6.3 Measures on development after gaining independence

• Education- Several steps have been taken for the development of Education

• White paper on Education in 1950To have three stages in educationPrimary, Secondary and Higher Education

• Compulsory education between 5 – 14 years• Withdrawing barriers to establish Assisted Schools

- Development of education under the government established in 1956• Education up o the end of secondary Education in the Mother tongue• Starting again the free midday meal in the school• Science scholarship examination in grade 8• Senior schools were made to be ‘Maha Vidyalayas’• Introducing a science laboratory to each Maha Vidyalayala• Establishment of Vidyodaya and Vidyalankara University in 1958• Take over of Assisted schools and Teachers colleges under the government

- Appointment of National Education Commission in 1961 ( Mr. J.E. Jayasuriyaas the Chairman )

- Technical Education Commission (Mr. T.P.de S Munasinghe as the Chairman)- Education white paper in 1964- Education white paper in 1966- Higher Education Act No 20 in 1960

• Establishment of a National Commission on Higher Education (onestablishment and administration )

• Establishment of Junior Universities- Educational Reforms in 1972

• The age of admission to schools was made to be age 6• Changes in the school curriculum Introduction of Pre Vocational Subject• Introduction of Social Studies as a new subject• Starting In service Teacher training programme

- Education white paper 1981• The scheme of continuous evaluation• Decentralization of educational administration

- Establishment of the National Institute of Education• Curriculum reforms• In service Teacher Training• Distance Teacher Education

160

- Development in University Education• Establishment of new universities• Establishment of Open University• Mahapola/ Scholarship programme

• Agriculture- Changes in the subsistence Agriculture

• Distribution of lands to those who do not have lands for cultivation• Large Irrigation projects and colonization schemes• Gal Oya scheme• Measures for the welfare of the paddy cultivators

- Paddy Field Act- Subsidy on manure

- Nationalization of plantation estates (State plantation Corporation )- Land reformations in 1972 and 1975- Nationalization of lands ( Janavasama )

• Scheme on widening of villages• starting cooperative farming system

- Establishment of District Development Councils- Mahaveli Development Project- Udawalawa Project and other River Valley Development Projects- Measures on the development of plantation – tea, rubber, coconut and minor

export crops• State entrepreneurship

- Starting nationalized services under the government of Mr. S.W.R.D.Bandaranayake• Transport, Petroleum, Insurance companies were nationalized• Development of Banks – Establishment of Peoples Bank

• Industries- There were only few industries at the time of gaining independence- Industries that were at a loss were closed down- Development of industries such as – Plywood, Leather Products, brass work

etc.,- Starting new industries such as – Cement, Paper, Ceramic, etc.- Department of Commercial Industries established in 1950s supplied loans for

industries such as textiles, Soap, Paper, Sweets , etc.- Government involvement in industries since 1956

161

- State Industrial corporation Act 1957- Establishment of Industrial Development Board in 1969 (to supply facilities on

industrial service )- State involvement in industries during the period 1970 – 1977- Export oriented Industries after 1977

• Priority on private sector• Greater Colombo Economic Commission• Free Trade Zones in Katunayake and Biyagama• Industrial Towns• Garment Factories project• Sri Lanka Board of Involvement• Starting Regional Industrial projects

• Social Welfare- Health

• Free health facilities• Development of hospital facilities• Measures for the prevention of diseases

- Education• Free School books• Free school uniforms• Free Mid day meal• Grade 5 scholarship system

- Transport• Nationalization of transport services• Development of roads and highways• Development of port

- Communication• Development in postal and telecommunication services• Telephone facilities• Development of Radio and Television services

- Other social welfare services• Janasaviya• Samurdhi scheme• Udagam project

162

Activity 11.6.1

Competency Level : Explains the constitutional reforms of 1972 and 1978

Activity : “ Let us study the history of political parties in Sri Lanka “

Time : 120 minutes

Quality Inputs : • Annexe 11.6.1.1. A card containing 2 definitions of democracy• Annexe 11.6.1.2 Election results sheets ( 1947, 1952 )• Annexe 11.6.1.3 – Election results sheets ( 1970, 77, 94 )• Annexe 11.6.1.4 Activity sheet• The text book• Writing papers, demy papers• One Bristol board and one Box board

Teaching Learning ProcessStep 11.6.1.1 : • Display the card containing two definitions of democracy –

(Annexe 11.6.1.1)• Ask questions from pupils as follows :

- What is meant by democracy?- What are the benefits of democracy?

• Conduct a discussion highlighting the following.

• Democracy is a government of the people• Under Parliamentary democratic system, people take part

in government through political parties• Political party is a voluntary organization set up on common

policies• There were several national movements set up with the

aim of gaining independence before 1947• A party system developed in Sri Lanka before 1947• There is a multi party system in Sri Lanka since 1947 till

now15 minutes

163

Step 11.6.1.2 : • Group the pupils in the class appropriately• Distribute Activity sheets given in Annexe 11.6.1.4 so that each

group would get one sheet• Explain the activity in brief• Distribute the information sheet given in Annexe 11.6.1.2

relevant to Activity sheet III and the information sheet given inAnnexe 11.6.1.3 relevant to Activity Sheet IV

• Give instructions to use the text book and other relevant sourcematerial

• Get pupils to do the activity

40 minutes

Step 11.6.1.3 • Get each group to present their reports to the class.• Get each report to be discussed in the class• Get pupils to note down important facts• Make a review highlighting the following

• The need for a party system to implement parliamentarydemocracy

• Although several national movements were started withthe aim of gaining independence, they were not organizedas political parties

• Since 1923 political parties were started in Sri Lanka anddeveloped gradually

• In 1947 the first election on party system was held• Through the general election held in 1947, Members of

parliament for the 1st Parliament of 1948 were elected• Most of the governments held after the 1st general election

were coalition governments• There is a multi party system in Sri Lanka• Parties are formed based on communities

65 minutes

164

Assessment and Evaluation

• Names the National movements formed to gain independence with the years of theirformations

• Tabulates the political parties in Sri Lanka and the years of their formation• Appreciates the contribution of a political party system for the success of a

parliamentary system of government• Works in a group with a group feeling• Exhibits leadership qualities

Annex 11.6.1.1.

Definitions of Democracy

• It is a form of Government by which all will get rights ( Sealar)• It is a form of government by the people for the people and of the people

( Abraham Lincoln)

165

Annexe 11.6.1.2

Information Sheet for Activity sheets III and IV

No of M.P.S. elected from different political parties at general elections

Political Party 1947 19521. United National Party 42 542. Lanka Sama Samaja Party 10 093. All Ceylon Tamil Congress 07 044. Ceylon Indian Congress 06 -5. Bolshevik Lenin Party 05 -6. Communist Party of Sri Lanka 03 -7. Ceylon Labour Party 01 018. United Ceylon Congress 00 -9. Independent State Party 00 -10.Independent 21 1211. Sri Lanka Freedom Party 0912.Viplavakari Sama Samaja Party 0413.Federal Party 0214.Republican Party 0015.Buddhist Republican Party 00

Total 95 95

166

Annexe 11.6.1.3

Information sheet for Activity Sheet IV

No of M.P’s elected from different parties at general elections

Political Party 1970 1977 19941. United National Party 17 140 812. Lanka Sama Samaja Party 19 00 -3. Tamil Congress 03 - -4. Communist Party 06 00 -5. Independence 02 01 106. Federal Party 13 - -7. Sri Lanka Freedom Party 09 08 -8. Mahajana Eksath Peramuna 00 00 009. Tamil United Liberation Front - 18 0410.Ceylin Labour Congress 01 0011. Sri Lanka Muslim Congress - 0612.Eksath Lanka Janatha Party - 0313.Peoples United Front - 9114.Sri Lanka Pragathisheeli Peramuna - 0115.Nawa Samasamaja Party16.Democratic Labour Party17.Sinhale Maha Sammatha Bhumi Puthra Sangamaya

Total 151 168 196

167

Annexe 11.6.1.4

Activity Sheet I

For Group I

You are assigned to prepare the table given below clearly in a Demy paper supplied to youso that it could be displayed in the exhibition board.

“ National Movements formed togain independence”

1. Indicate the year of formation of each of the national movements in the cage given.

Year Name of the National Movement

Non Alcoholic MovementCeylon Reformation CongressAll Ceylon Tamil CouncilMalay Political OrganizationUp Country National CouncilSinhala Maha SabaTamil Congress

2. Why were there National Parties not recognized as political parties.

168

Activity Sheet II

For Group 2

You are assigned to prepare the Chart given below clearly in a demy paper so that it couldbe displayed in the exhibition board.

“ The Political Parties in Sri Lankabefore 1947"

Question Answer Picture

1. The name of the 1st PoliticalParty in Sri Lanka

2. Its Leader

3. Educated, intelligent young people who had education at Britain and had returned, started forming political parties What is the political party formed accordingly in year 1935

4. Its’ Leader

5. The political party formed in 1935 was 1. Partydivided into 2 parties due to the disputesof viewsWhat were those two parties? Leaderand the names of the Leaders of those 2. Partytwo parties.

Leader

6. The political Party formed in 1996

7. Its Leader

Paste pictures at relevant places

169

Activity Sheet III

For Group 3

You are assigned to fill in the table given below with information relevant to the generalelection held in 1947. Prepare it in a Demy paper supplied to you clearly so that it could bedisplayed in the exhibition board.

Collect information for this from the election results sheet given in Annexe 11.6.1.2 and thetext book.

The Model for the table is given below . Complete the column B to tally with column A

Column A Column B1. How many political parties contested

the general election held in 1947

2. What is the political party that won themajority of seats at the general electionheld in 1947

3. For how many electorates (seats) did candidatescontested at the general election held in 1947

4. Who was the Prime Minister of the 1stParliament established in 1948 under theresults of the general election held in 1947

5. Who was the leader of the opposition partyof the 1st parliament of 1948

170

Activity Sheet IV

For Group 4

You are assigned to prepare a table according to the format given below including informationabout coalition governments formed in Sri Lanka under the results of the general electionsheld since 1947.

Prepare it clearly in a Demy paper provided to you so that it could be displayed in theexhibition board.

Collect information for this from the general election results given in Annexe 11.6.1.2 and11.6.1.3 and also from the text book.

Format of the Table

Year of the general election Political parties joined in thecoalition government

171

Activity 11.6.2

Competency Level : Explains the constitutional reforms of 1972 and 1978

Activity : “ Let us compare the presidential constitutionsof 1972 and 1978 “

Time : 160 minutes

Quality Inputs : • Annexe 11.6.2.1 - Activity Sheet• Constitution of 1972 and 1978• Grade 11 Text Book

Teaching Learning ProcessStep 11.6.2.1 : • Raise Questions

- Name the constitution that was functioned before 1972- Who was the head of the State according to that

constitution?• Conduct a discussion highlighting the following

• Through the presidential election of 1972 the position ofthe queen as the head of the state and the powers she hadon Sri Lanka were removed.

• Since 1972 Sri Lanka becomes an independent republic.• Many reforms were done in the legislature, executive and

judiciary to suit an independent republic• The 2nd presidential constitution was brought in 1978,

many reforms in the legislature executive and judiciary weredone according to this constitution.

15 minutes

Step 11.6.2.2 : • Group the pupils in the class appropriately .• Distribute the Activity Sheets given in Annexe 11.6.2.1 so that

each group would get one.• Get them refer the constitutions of 1972 and 1978• Get pupils involve in the activity• Give instructions and guidance when necessary

25 minutes

172

Step 6.6.2.3 • Get each group to present their activities to the class• Identify pupils’ strengths and weaknesses• Make a review highlighting the following .

• According to the constitution of 1947 the queen ofEngland was regarded as the head of the state of Sri Lanka

• Under the presidential constitution of 1972 the positionand the powers of the queen were removed

• Since then Sri Lanka became an independent republic• The parliament of 1972 was known as the National State

Council.• The representatives were selected under a simple majority

representative system• The nominal head of the state was the President.• The upper House (the senate) was abolished• Many reforms were introduced in the Judiciary• The right to appeal to the Privy Council was removed• By this the independence of Sri Lanka was confirmed• Further, the principle of equality before the law too was

confirmed.• Reforms were brought relevant to the Local government

institution too.• Under the constitution of 1978 the legislative body was

again named as the Parliament• Under the constitution of 1978 the position of the executive

president was introduced• Many powers were centred around the president• A new representative system was introduced• The representatives of the parliament, provincial councils

and the Local Government Institutions are elected on theproportionate representative system

• The president is elected direct by the people through theirvotes.

• Through referendum people get direct participation inlegislative work.

• Establishment of the post of Ombudsman• It is a measure taken for the presentation of human rights• Many reforms were done in the judicial system

173

• Mediation Boards were introduced• Under the thirteenth Amendment to the constitution of

1978, Provincial Councils were established• Structural changes in the local Government Institutions

were done80 minutes

Assessment and Evaluation

• States the changers done through the constitutions of 1972 and 1978• Speaks in pride of establishing an independent republic through the constitution of

1972• Tabulates comparatively the changes done in the legislative, executive, judicial and

local government institutions introduced by the constitutions of 1972 and 1978• Works with a group feeling• Exhibits leadership qualities

Follow up workCollect information on advantages and disadvantages of simple majority representative

system and advantages and disadvantages of proportionate representative system.

174

Annexe 11.6.2.1

Activity Sheet

Activity Sheet for Group I

1. Tabulate the changes introduced by constitutions of 1972 and 1978

1972 1978

2. Explain in brief the powers of the president as the nominal head of the state and theombudsman

3. Write in short the aims of establishing provincial Councils

Activity Sheet for Group II

Tabulate the powers and the functions of the prime Minister under the constitution of 1972 andthe executive president under the constitution of 1978 in the format given below

Prime Minister 1972 Executive President 1978

175

Activity Sheet for Group III

1. Tabulate the representative systems under the constitution system of 1972 and that of 1978in the format given below.

Representative system 1972 Representative system 1978

2. Write short notes on the following :• Simple majority representative system• Proportionate representative system• Presidential election• Referendum

Activity Sheet for Group IV

1. Compare the changes made in the judicial system under the constitutions of 1972 and1978 in the format given below

Judiciary - 1972 Judiciary - 1978

2. Explain in brief the changes made in the Local Government Institutions under the Constitutionsof 1972 and 1978.

176

Activity 11.6.3

Competency Level : Examines the effectiveness of development measures undertakenin Sri Lanka after independence

Activity : “ Let us examine the development measures undertaken in SriLanka after the independence “

Time : 200 minutes

Quality Inputs : • Annexe 11.6.3.1 : A model for the exhibition of activities• Annexe 11.6.3.2 : Activity Sheets• Demy papers of different colours and pens• Footsteps of fifty years (Central Bank – Publication )• Grade 11 – Text book

Teaching Learning ProcessStep 11.6.3.1 : • Start a discussion posing questions as follows :

- What were the reasons for the decline of subsistenceagriculture in Sri Lanka during the British period?

- What were the reasons for starting plantation estates duringthe British period ?-

• Conduct the discussion highlighting the following

• The subsistence agriculture in Sri Lanka declined duringthe British period.

• The plantation sector developed during the British period.• Local industries too declined• After the independence there was a development in the

fields of education, health, transport and communication15 minutes

Step 11.6.3.2 : • Group the class appropriately• Distribute activity sheets given in Annexe 11.6.3.2 among

the groups• Assign the relevant field of study to each group• Notify pupils about the model where the activities have to be

displayed as explained in Annexe 11.6.3.1• Give necessary instructions and guidance while pupils are

involved in work105 minutes

177

Step 11.6.3.3 • Get each group to present their activities• Get each group to place their creation in the model for exhibition

as given in Annexe 11.6.3.1• Identify the strengths and weaknesses of the group activities• Get pupils to note down important facts• Make a review highlighting the following

• Government that came to power after independence tookmeasures for the development of subsistence agriculture

• Accordingly steps were taken to develop paddycultivation, cultivation of minor export crops, animalhusbandry, fisheries industry in the sea water and in thefresh water

• Those measures helped to develop the living condition ofthe people of Sri Lanka

• Steps were taken for the natives to receive the income ofthe plantation sector

• Changes took place in the cultivation of tea and rubber• Measures were taken to develop industries to meet the

needs of the nation.• Accordingly measures were taken to develop large scale,

small scale and cottage industries.• The government during that period took steps to undertake

nationalized projects through state entrepreneurship• Steps were taken for the development of education, public

health, transport and communication for the enhancementof public welfare

• As a result of such measures a quantitative as well as aqualitative development took place in those fields.

80 minutes

Assessment and Evaluation

• Names the different fields of development in Sri Lanka after the independence.• Appreciates the measures taken for development• Tabulates development measures• Develops a concept map in cooperation with the group• Develops personality characteristics.

178

Follow up work

Prepare a booklet on the topic “Welfare Services of Sri Lanka” including differentdevelopment measures undertaken during the period 1948 - 1977

179

Instrument for extended learning

1.0 Evaluation stage - Term 1 - Instrument I2.0 Competency levels covered-

• Explains how the British established their power in Sri Lanka making use of theweaknesses of the government of the national rulers

• Analyses how the natives rose against the British rule to preserve independence• Explains information about the reforms introduced in Sri Lanka during the period

of the British rule

3.0 Subject content covered11.1.1, 11.1.2, 11.1.3, 11.2.1, 11.2.2, 11.2.3

4.0 Nature of the InstrumentProgramme on questions and answers

5.0 Aims of the Instrument• To get pupils to study how Sri Lanka came under the British rule• To get pupils to analyse information about struggles for independence against the

British rule• To motivate pupils to study about the changes in the governance and administrative

system until the establishment of parliamentary system of government in Sri Lanka• Get pupils to identify the changes in the Sri Lanka ecoomy as a result of the British

rule

6.0Instructions to the teacher :

• Inform how the programme on questions and answers going to be carried out and thedate

• Group the class to construct questions• Give instructions about the lesson units and sub units that each group is assigned to

prepare questions

Group Lesson UnitGroup 1 11.1.1, 11.1.2Group 2 11.1.3 ( up to 1924 AD )Group 3 11.1.3 ( 1931 – 1947 )Group 4 11.2.1, 11.2.2, 11.2.3

180

• Give instructions to pupils about the number of questions to be prepared by eachgroup..

• Give instructions about how questions are to be constructedeg : Questions should be based on the assigned lesson unit and should be precise tohave précised answers.

• Inform the date that they should bring questions.• Go through the questions and edit them.• Give instructions to pupils to study the subject content covered in the programme and

come ready for it.• Organize to have the programme on the fixed date• Give necessary guidance to pupils to organize the programme• In the course of the programme correct the errors made by pupils in answering questions• Prepare a methodology for awarding marks

Instructions to the pupils• Construct questions relevant to the lesson units assigned by the teacher.• Study units 11.1 and 11.2 and be ready for the programme• Give neccessary support in implementing the programme

181

Instrument for extended learning

1.0 Evaluation stage - Term 2 - Instrument 22.0 Competency levels covered-

• Explains how Japan developed as a world power• Speaks in pride of how Indians worked for the independence of their country• Explains how China developed by working according to a plan• Explains how the 1st world war and the 2nd world war became barriers in the

progress of the mankind and works to avoid arising wars.• Compares the failure of the League of Nations and the United Nations Organization

.• Tabulates the characteristics of Fascism and Nazism• Speaks in Pride of the contribution of the United Nations Organization in the

preservation of world peace.

3.0 Subject content covered11.3, 11.4

4.0 Nature of the InstrumentAn Exhibition

5.0 Aims of the Instrument• To motivate pupils to study information about the rise of Asian countries in the 20th

century• To examine the factors that led to the 1st world war and its results• To examine the factors that led to the establishment of the League of Nations, its

aims and factors that led to its failure• To study the factors that led to the 2nd world war and its results and factors that led

to the establishment of the united Nations Organization, its aims structure andmeasures taken to preserve world peace.

6.0Instructions to the teacher on implementation of the instrument :• Get pupils knowledgeable about the subject unit covered through the instrument

and its aims• Group the class appropriately

182

• Assign a topic to each groupGroup I - India

- National Movement- Mahathma Gandhi- Division of India

Group II - Japan- Tokugava age- Maiji reforms- Rise of Japan- Destruction of Hiroshima and Nagasaki- Development again under Marshal plan

Group III - China- Major stages of the Chinese revolution- Rise of peoples’ China- Economic plans- Cultural revolution

Group IV - 1st World War- Causes of the war- Major parties- Results- League of Nations

Group V - 2nd World War- Rise of Fascism- Rise of Nazism- Causes of the 2nd world war- Major parties- results

Group VI - The United Nations Organization- Origin- Aims- Structure- Attempts for peace

183

• Give instructions about the exhibits that can be prepared by each group• Get pupils to present a short explanation about the exhibit that may present• Get pupils in other classes to whom this subject area becomes important to see the

exhibition• Evaluate group activities using suitable evaluation criteria

Instructions to the pupils• Prepare exhibits such as pictures, photographs, maps and information relevant to the topic

assigned to your group .• Organize the exhibition properly• Get ready to present a short explanation about the exhibit that you are going to present in

the exhibition

• 7. Evaluation

Evaluation Criteria Marks• Relevance of the exhibits• Accuracy of information presented• Creativity• Dedication to work

184

Instrument for extended learning

1.0 Evaluation stage - Term 3 - Instruments 32.0 Competency levels covered-

• Examines the importance of the system in implementing parliamentary democracy• Explains the constitutional reforms of 1972 and 1978• Examines the effectiveness of the measures on development implemented in Sri

Lanka after the independence

3.0 Subject content covered11.6

4.0 Nature of the InstrumentPrepareing a an information sheet

5.0 Aims of the Instrument• To study the constitution of 1972 and 1978 and their differences• To study about the measures on development in Sri Lanka after the independence

6.0Instructions on implementation of the instrument :

Instructions to the Teacher

• Get pupils knowledgeable about the aims of the instrument• Group the class appropriately• Get pupils knowledgeable about how the instrument is going to be implemented .

• Assign topics to the groupsGroup I - Collect information about the 1st Republication

Constitution of 1972 relevant to the following topics- The office of the president- The Prime Minister and the cabinet- National State council and election of members

to it- Fundamental human rights- Judiciary- Local Government Institutions

185

Group II - Collect Information about the 2nd RepublicationConstitution of 1978 relevant to the following topics- The office of the president- The Prime Minister and the Cabinet- Parliament and election of Members to it- Fundamental human rights- Judiciary- Local Government Institutions

Group III - Collect Information about the measures taken for theeconomic development of Sri Lanka after theindependence relevant to the following topics- Agriculture- Industries- Services

Group IV - Collect information about the measures taken for thesocial development of Sri Lanka under the followingtopics- Education- Health- Transport- Communication

• Get pupils knowledgeable about the services for collecting relevant data• Inform pupils about the date of presenting the information sheet• Provide opportunity to each group to present the information sheets that they have prepared

to the class• Evaluate group activities using relevant criteria• Get pupils in other groups to make comments on the information presented by each group• Make a review so that the groups can exchange their knowledge

Instructions to the pupils• Collect sufficient information on the topic assigned to your group• Prepare the information sheet creatively• Present the information sheet to the class on the fixed date• Be ready to make comments on the presentations of the other groups• Compile a file of information to be used in your studies collecting information presented by

all the groups

186

7. Evaluation Criteria

Evaluation Criteria Marks• Relevance of the exhibits• Accuracy of information presented• Sufficiency of information• Creativity• Presentation

187